ABSTRACT
Entrepreneurship can provide a creative, disruptive, problem-solving-oriented approach to the current economic, environmental, and social challenges of the world. This article aims to provide an analysis about the way universities can have an impact on developing entrepreneurial competence in students through extracurricular activities. The research relies on a questionnaire survey of students at the University of Petrosani, who participated in a range of entrepreneurial activities both online during the COVID-19 pandemic and face-to-face afterwards. The methodology consisted of applying principal component analysis to reduce the dimensionality of the indicators, followed by classification of the respondents through cluster analysis and training of a feedforward neural network. After finishing the network-training process, the error was minimized, resulting in three classes of respondents. Furthermore, based on the three classes, follow-up conclusions, policies, and decisions can be issued regarding the perception of entrepreneurship at the societal level, which is beneficial for academia and entrepreneurs, as well as for future research undertaken in this field. The key conclusion of our research is that entrepreneurship education is a real facilitator of the transition to sustainable entrepreneurship. Students perceived meeting successful entrepreneurs as being among the most effective extracurricular activities, assessing online activities as useful, and the field of study proved to be an important factor in their entrepreneurial intention.
ABSTRACT
This study investigates engagement activities higher education institutions have been providing to develop a learning culture as well as entrepreneurship skills for undergraduate entrepreneurship education learners in Australia. This research is intended to explore changes and adjustments made in the curriculum of undergraduate entrepreneurship education programmes in selected higher education institutions in Australia due to uncertainties caused by COVID-19. We focused on six Australian universities offering undergraduate entrepreneurship programmes, which were purposefully chosen. Data and information were gathered from the universities' websites, documents available from the same source, the universities' structure of engagement activities, and their curriculum. Previous literature was referred to for models already proposed and executed. By considering the COVID-19 crisis as well as similar types of future uncertainties, the study has identified the necessity of implementing open innovation and experiential learning models in a blended environment and having strong IT infrastructure for sustainable industry-university collaboration to facilitate a learning culture and develop entrepreneurship skills in undergraduate entrepreneurship education learners in Australia. © 2023 by the authors.
ABSTRACT
Research on entrepreneurship education is growing due to its practical significance and its role in fostering economic growth. The aim of this chapter is to highlight and present an overview of the current state of entrepreneurship education (challenges and opportunities) and how COVID-19 can be a transformational opportunity for entrepreneurship education as one has to reimagine new ways to design and deliver curriculum based on collaboration and cooperation in between students and teachers and various educational institutions. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
ABSTRACT
This chapter examines how individuals navigate turbulent environment devoid of institutional and entrepreneurial architectures vital to support high-growth entrepreneurship using the prisms of risk society framework. Although, Nigeria has dynamic education policy to ensure access to basic education and development. A number of recent studies have found that lack of access to 'free' basic education makes a large number of individuals vulnerable to societal harms which further impoverish them. Therefore, we demonstrate how the notion of risk society is driving entrepreneurship education in Nigeria. Research suggests that unemployment and poverty situations in Nigeria is made worse by the adverse effect of weak institutions, endemic corruption, bad governance and the negative impact of COVID-19 pandemic crisis. Collectively, these factors contribute to the weak entrepreneurial ecosystems, institutional voids and poor entrepreneurial architectures vital to support entrepreneurship in Nigeria. Our review of existing studies found that low skills limit opportunities for employment in the formal economy and that government social programmes intended to address problems of poverty and unemployment are ineffective. Therefore, we present some emerging ideas and thinking about entrepreneurship education at basic educational level to ensure inclusive entrepreneurial opportunities in Nigeria. In practical context, we consider entrepreneurship education as an effective tool to bridge the gaps and challenges of risk society and connect them to sustainable enterprise solutions. In conclusion, we reflect on the implications of the Nigerian government approach to entrepreneurship education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reseverd.
ABSTRACT
This study examines the factors that influence the intention and actual use of e-learning in entrepreneurship education by undergraduate students. The paper relies on a predictive study design and the partial least squares structural equation modelling to analyse data from a cluster sample of 599 students from the University of Cape Coast, Ghana. The results demonstrate that all the independent variables, assessed within a framework of an extended unified theory of acceptance and use of technology, determine students' intention to use e-learning in entrepreneurship education. Of particular importance are the preponderant effects of hedonic motivation, facilitating conditions and social influence on students' intention as well as the effect of intention and facilitating conditions on actual use of e-learning. A key implication of the findings is that students' continuous acceptance and use of e-learning in undergraduate entrepreneurship course delivery is contingent upon adequate presence of all the examined predictors of technology usage. © The Author(s) 2023.
ABSTRACT
Technology greatly supports people's daily lives such as education, business, medical, and many other aspects. It can be noted that the higher education institutions' students rely on technological support and university assistance for their studies during the COVID-19 pandemic. Technological enablement is the primary determinant for entrepreneurial initiation that received attention from scholars. The focus areas include how governmental support, entrepreneurial intention, entrepreneurial education and technological enablement (mediator factor) can influence the entrepreneurial initiation. Empirical studies showed the direct and indirect impacts of the contributing factors in a particular area. However, is it the same effect of the factors for different countries? This study conducted a self-administered questionnaire to collect topic-related information from higher education institutions in Malaysia and the Philippines. A formative-reflective model, PLS-MGA, was used to analyse the direct and indirect impacts alongside the mediating factor, technological enablement. The results showed that entrepreneurial competencies, Entrepreneurial Education System, Entrepreneurial Education Mechanism, and Entrepreneurial Intention positively and significantly impact entrepreneurial success in both regions. However, the result also demonstrated that the impact of technological enablement on entrepreneurial success is more significant in Malaysia than in the Philippines. With such findings, policymakers and institutions in both countries can understand the insight and importance of technological enablement in stimulating entrepreneurship and its perceived success. Hence, they can implement supportive strategies and necessary policies to ensure technology adoption, success in shaping students' entrepreneurial mindset and achieving the perceived outcome.
ABSTRACT
The spread of the Covid-19 pandemic and the interruption of personal communication between the teacher and students in higher education led to the need for finding solutions that enable the continuation of the educational process and ensure access to accurate information that improves the level of human capital in dealing with dynamic environments. Therefore, this research sought to analyse the impact of the application of artificial intelligence in entrepreneurship education in Qatari higher education institutions after the Corona pandemic. The measurement of artificial intelligence was based on dimensions (machine learning, natural language processing, expert sys-tems, and machine vision), while entrepreneurship education was measured by dimensions of (en-trepreneurial cognition, entrepreneurial competence, and innovation spirit). The research followed an experimental quantitative approach based on collecting data from Qatari university students using a questionnaire developed for the research purpose. Hence, the convenience sample used in the research was composed of 402 students from various Qatari universities, which represents a response rate of 67% from the distributed questionnaires. The statistical analysis of the research data was based on the covariance-based structural equation modeling technique (CB-SEM). The results of the research indicated that all dimensions of artificial intelligence had a positive impact on entrepreneurial education, with the highest impact being machine vision and the lowest impact being natural language processing. Accordingly, the results of the research revealed the need to invest in technological capabilities for supporting the educational system aimed at generating in-novative human resources capable of coping with the uncertainty of the work environment. © 2023 by the authors;licensee Growing Science, Canada.
ABSTRACT
In the post-COVID-19 era, where innovation and entrepreneurship as an engine for economic development is a top priority for each country, acquiring various skills through innovation and entrepreneurship education is a trend for higher education students. We focus our analysis on two public universities in China and Spain with some similarities in the implementation of innovation and entrepreneurship education. To obtain our information, we conducted interviews with multiple experts in both universities. The study shows that both countries provide funding and policies to promote innovation and entrepreneurship education as innovation and entrepreneurship education is seen as making the university more visible, both at the national and international levels, and as providing society with employment opportunities. We conclude that although innovation and entrepreneurship education design and definition in both universities are different, their development characteristics and trends are the same. Moreover, both universities face common difficulties, namely financial support, management support, and integration with different disciplines. Finally, innovation and entrepreneurship education promote also internationalization and regional development, which requires both countries to strengthen foreign language education and the provision of more entrepreneurial support services.
ABSTRACT
Remote learning has been in the shadows of mainstream higher education institutions (HEI), with classroom/physical presence taking center stage. The Covid-19 pandemic disrupted the prevalent modes of education and pushed remote learning to the forefront. While remote learning has its advantages, there are also downsides, such as lack of learner engagement, learning fatigue, etc., resulting in less than satisfying learning outcomes. The pandemic also showed that simply moving existing teaching artifacts and methods to the virtual realm is not entirely adequate, especially for topics requiring experiential learning such as innovation and entrepreneurship. This project attempts to address some of these critical challenges by building a smartphone application platform for remote learning, emphasizing personalized and gamified learning. The project team adopted a creative approach to realize this ambitious project during the challenging pandemic by engaging current university students in all the implementation teams, eliminating the need to obtain external resources and funding. The student teams were motivated as the project was integrated with their regular university coursework. The gamified smartphone application with Design Thinking as the first learning module was developed and tested for functionality and usability. This project has received encouraging user feedback and provides a platform for developing and testing more engaging methods in the future for personalized remote learning, using artificial intelligence (AI) and machine learning (ML). © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Students learn in different ways and in the wake of the COVID-19 pandemic, the higher education faculty needs to reinvent the educational experience for students. Recognizing the characteristics of cooperative learning as an integral and sustainable part of the solution is a source of motivation for the incorporation of entrepreneurial competencies in university curricula. This article proposes that cooperative learning and visual thinking tools in higher education can have a positive influence on improving the acquisition of core competencies in marketing and business administration subjects. The proposed relationships were evaluated using PLS-SEM (symmetric) and fuzzy set (asymmetric) approaches on a sample of 820 students. The PLS-SEM results revealed that the highest levels of acquisition of basic group competencies are through Social Skills, Interaction and Positive Interdependence. The results of the fuzzy sets (fsQCA) reinforced the symmetrical findings and revealed that Group Reflection and adequacy of Assessment were necessary and sufficient prescriptions for competence acquisition. © 2023 The Authors
ABSTRACT
Although COVID-19 is far away, the impact of the pandemic on the management of higher education remains. Within the field of entrepreneurship education research, the influence of institutional management on teacher entrepreneurship competency (TEC) has attracted more attention as they are considered one of the key engines of economic recovery. Using quantitative research as well as SEM, a total of 1241 entrepreneurship education faculty members at China's double first-class universities were surveyed using a questionnaire. The results suggest that entrepreneurship group management (EGM) and mechanism protection (EMP) in institutions have a positive predictive effect on TEC, while a partial mediating effect exists after considering teacher entrepreneurial behaviours (TEB) (including Teacher's behaviour of innovation and autonomy (BIA) and resource seeking and management (BSM)). Overall, the management of entrepreneurship education in Chinese universities has a good effect on the development of TEC. Thus, the application of tripartite interaction theory in entrepreneurship education institutions provides a good reference for the personal sustainable development of entrepreneurship teachers. The significance of institutional management for teachers should shift from the traditional provision of work to professional development and growth. © 2023 The Authors
ABSTRACT
Build and practice innovation and entrepreneurship education reform combining the revision of training programs with experimental platform construction under the background of new engineering. The reform solves the problems of poor cognition, low positioning, and an imperfect practical teaching system. The reform also provides a coping strategy for the highly difficult situation of student employment in the context of COVID-19. Based on improving the experimental platform and following the OBE (Outcome Based Education) education concept, the "integrated” innovation and entrepreneurship education reform and practice plan appears. It builds a progressive, organic, scientific, and reasonable experimental teaching system. It forms a platform to consolidate primary practical teaching, improve professional practical ability, exercise innovation and entrepreneurship ability. Based on "course ideology and politics”, the reform enhances the quality of teachers and creates a good atmosphere for students to establish correct socialist core values. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The COVID-19 pandemic brought changes to entrepreneurship education. This new reality brings a big challenge for entrepreneurship professors. This study explores the use of resources by professors during the COVID-19 pandemic to determine changes, support, and success factors to teach entrepreneurship. Also, we explore the resources that professors perceived that they would need postpandemic. We performed 13 qualitative interviews with entrepreneurship professors in Mexico. We identified institutional and emotional support and a network of support as essential elements for professors. Flexibility is a recurrent theme. Results from this research may be helpful for those in charge of educational institutions who need to adapt workplace policies and make sure to fulfill the needs of professors in times of crisis. © 2022 International Council for Small Business.
ABSTRACT
As COVID-19 impacted international higher education, collaborative online international learning (COIL) spread globally. Nevertheless, evaluations of the effect of online education have been scant. This study aimed to investigate changes in students' entrepreneurial competencies and cross-cultural knowledge, skills, and abilities before and after a course, as well as differences between physical classroom and COIL approaches. The courses investigated were collaborative educational projects jointly run by four Canadian universities and one Japanese university with international partner companies and organizations. Participants attended a global career course at the University of Toronto in person in 2020 or virtually in 2021. The questionnaire survey consisted of five main themes: knowledge, problem-solving skills, communication skills, cross-cultural understanding and teamwork skills, and confidence and motivation. The surveys were administered before and after the course, and the results revealed statistically significant differences in all themes before and after the courses in 2020 and 2021. Students performed well in all five themes in both the physical-classroom and COIL approaches. Personal development through self-reflection and collaborative learning with peers, instructors, companies, and organizations fostered co-creation and created social value. Considering the budget for and accessibility of the courses, students' learning outcomes in COIL positively affected global career education. Copyright © 2023 GMP Press and Printing.
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Entrepreneurial intention is fundamental to decision-making and the behaviors needed to become entrepreneurs, with subsequent effects on economic development. However, the COVID-19 pandemic calls for a novel approach to teaching entrepreneurship owing to the shift to online learning. The current study explores entrepreneurial intention and the satisfaction derived from the entrepreneurship education program. In particular, we offer a framework that explains students' satisfaction and entrepreneurial intention by integrating the theory of planned behavior with design thinking-based entrepreneurship courses, peer interactions, and speaker interactions. The entrepreneurship education program was for vocational college students located in Southeast Asia. The online questionnaire was distributed to participants (N = 263, MAGE = 18.64) at the end of the online entrepreneurship education program. The model was tested using a structural equation model analysis. Attitude, subject norm, and satisfaction were found to predict higher entrepreneurial intention among vocational college students. Moreover, design thinking-based entrepreneurship courses, peer interaction, and speaker interaction indirectly affect entrepreneurial intention through satisfaction. This research extends the literature on entrepreneurship education by proposing a novel learning approach, that is, the online design thinking-based learning approach, which could be applied to entrepreneurship education programs to enhance students' entrepreneurial intention.
ABSTRACT
Entrepreneurship is generally considered the engine of social and economic development. Therefore, its promotion is of the utmost importance, especially in a context of crisis, such as the one currently experienced due to the COVID-19 pandemic. In order to identify the best approaches to foster entrepreneurship, this study aims to understand how entrepreneurship education impacts the development of entrepreneurial skills and behaviors in students. The results of this study show that the behavior associated with promoting new ventures can be predicted by specific individual characteristics. More specifically, individuals with greater prior knowledge, entrepreneurial alertness, opportunity recognition, entrepreneurial motivation, and entrepreneurial intention exhibit greater entrepreneurial behavior. In addition, the results of the multi-group analysis indicate that the proposed model works differently in students with some type of entrepreneurship training and in those with none. More specifically, students enrolled in entrepreneurship education are more likely to use prior knowledge and alertness to recognize new business opportunities and align their motivations toward starting a new venture than other students. © 2023 The Authors
ABSTRACT
The COVID-19 pandemic has had a significant impact on higher education (HE) across the globe, including in Bangladesh. The Bangladeshi HE system is going through an abrupt transition and transformation to cope with the crisis. This chapter is based on data collected from teachers and students of Bangladeshi public and private HE institutions regarding teaching and learning during the COVID-19 lockdown. In Bangladesh, some universities switched to online distance teaching and learning quickly during this period, and others lagged behind in this regard. Teachers and students from both groups of public and private universities participated in the study, including those who attended online teaching and learning activities and those who did not participate. This chapter highlights both teachers' and students' perspectives regarding students' future preparedness for participating fully in the changing landscape of HE, especially technology-enhanced teaching and learning. Understanding these perspectives of teachers and students is important to address the digital divide and social justice issues in the policy and practice. Within the HE sector in Bangladesh, it is especially vital while transforming its education system and adapting emerging technologies to address the challenges of education in future emergencies.
ABSTRACT
COVID-19 has shown its pandemic powers to the whole world. At times when many countries are forced to go for total lockdown of its economic activities, unusual economic crisis is inevitable. Amid all the crisis, the impact on education sector was also massive. In India also COVID-19 has resulted in a country-wide lockdown, which led to closure of schools and colleges. University Grant Commission, an apex educational body has come up with several guidelines for higher education institution. This study is an attempt to understand the perceptions of Indian tertiary students toward online teaching which has become the no-other-choice method of instruction for educational institutes during the pandemic. An online survey was conducted in October 2020, to collect information from the students through Google form about their perceptions and experiences with online learning. A total of 248 students completed the survey. Factor analysis has been applied on the collected data to understand the factors which most impacted the students. Results showed that "less effectiveness," "stress and boredom" and "connectivity challenges" were among the major challenges faced by these students in their online learning experience. This study urges the need for an educational strategy to be set by policy makers to respond to the challenges encoutered during online learning.
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With the growing popularity of design thinking capacity building initiatives for entrepreneurship education, educators are striving to explore technology-supported learning environments and pedagogy to achieve the inter-disciplinary, easily accessible, and student-oriented entrepreneurship education innovation. The lingering effects of unfinished learning amid the COVID-19 and mixed-mode learning have become part of a new normal, we designed and implemented a novel learning framework to put co-design pedagogical structures in place that allow educators, students, and stakeholders to form new learning experiences and create innovation together. Through the case study we designed and implemented in three universities across different regions, we propose and investigate an approach that enables micro-level analysis of knowledge creation model for student's design thinking capacity building as well as macro-level understanding of learning dynamics for entrepreneurship education. This study presents a pedagogy-based template, and the findings have implications for the design of technology-empowered educational interventions and pedagogical innovation. © ISLS.
ABSTRACT
In order to improve the quality of youth in entrepreneurship. Schools managements need to know the entrepreneurial intention (EI) of their students. A past study systematic review findings showed that EI measurement has to be improved. To the best ability, this is the contribution of this study and a novel strategy that may pave the way for further research in this area in the future. Thereupon, this study aims for scale development specially for youth in vocational school context and determine the dimensionality of items measuring the EI construct. This study also conducted bibliometric analysis. Research tools used were SPSS version 24 and VOS viewer. The validation used Modified Delphi Method for content and face validity with seven panelists, meanwhile Exploratory Factor Analysis (EFA) for construct validity was administered to 100 students in 23 vocational high schools (VHS), using questionnaires. The initial items were analyzed using Fleiss Kappa Index (FKI) and Content Validity Index (CVI) that consist of I-CVI and S-CVI. However, the I-CVI achieved the criteria, S-CVI is 0.898, and FKI is 0.432, then processed to the EFA procedure. The EFA identified four sub-constructs of EI with 73.729% of the total variance explained (TVE) in this study. The study found that the instrument is valid and reliable in measuring the values aspect of EI. The study’s findings could be of interest to the governments, schools managements, and other researchers. It will enable those parties to analyze which factorsare needed to enhance the quality and successful youth in entrepreneurship post-covid-19. © 2022, SRAC - Romanian Society for Quality. All rights reserved.