The Impact of Entrepreneurship Education on Human Capital at Upper-Secondary Level

Entrepreneurship education and self-efficacy among Chinese college students mediated by harmonious passion and moderated by parental psychological control

Despite the rapid development of entrepreneurship education among college students, limited research has examined the hindering role of Chinese parents in this process under the socio-cultural context of China. To address this gap, a quantitative study was conducted to investigate how entrepreneurship education enhances college students' entrepreneurial self-efficacy (ESE) and the impact of Chinese parental psychological control (PPC). Data were collected from 1,411 college students using structured questionnaires and analyzed using hierarchical regression. Findings revealed that entrepreneurship education significantly boosts college students' ESE, mediated by harmonious passion. Besides, PPC exerted a negative moderating effect, weakening the positive impact of entrepreneurship education on students' ESE. This study enriches the understanding of the mechanisms underlying effective entrepreneurship education. It also offers practical implications for entrepreneurship education and training, business educators, and parenting practices in China.

Does entrepreneurship education in China develop entrepreneurial intention? the role of self-efficacy and experience

Entrepreneurship education has attracted much attention in recent years. However, the relationship between entrepreneurship education and entrepreneurial intention has not achieved an agreement yet. To reconcile these conflicting conclusions, we explore the effect of entrepreneurship education on entrepreneurial intention from the content of the entrepreneurship education programs and different types of individuals who have participated in the program. Leveraging the self-efficacy theory and event system theory, we examine the mediation of entrepreneurial self-efficacy from five dimensions and the moderation of entrepreneurial experience. The sample of this study comprised 243 individuals who participated in entrepreneurship education in China (female = 40.3%, The majority of responders with an age range from 21 to 30 years). The results reveal that entrepreneurship education has a significantly positive influence on entrepreneurial intention (β = 0.331, p < 0.001). Entrepreneurial self-efficacies in searching (β = 0.382, p<0.001), planning (β = 0.249, p<0.001), and marshaling (β = 0.134, p<0.05) play mediating roles in the relationship between entrepreneurship education and entrepreneurial intention. We also find that entrepreneurial experience negatively moderates the relationship between entrepreneurship education and entrepreneurial intention (β = -0.212, p<0.05). The results have implications for entrepreneurship education scholars and policymakers in China.

How You Teach Matters! An Exploratory Study on the Relationship between Teaching Models and Learning Outcomes in Entrepreneurship Education

Although entrepreneurship can be taught in different ways, entrepreneurship education impact studies generally fall short with regard to acknowledging the teaching models of the programs they assess. This severely limits our understanding of how entrepreneurship education actually works. To address this gap, this study describes and implements a procedure to identify the teaching models of entrepreneurship education courses and shows how different teaching models are associated with entrepreneurial learning outcomes. Our analysis is based on a sample of 376 Italian university students who responded to the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) and attended entrepreneurship education courses. We describe and implement a coding procedure that allows us to classify the entrepreneurship courses attended by the respondents into five different teaching models (Supply, Supply–Demand, Demand, Demand–Competence and Competence). We find that courses based on the Supply–Demand, Demand and Demand–Competence Models are associated with better entrepreneurial learning outcomes than those based on the Supply Model. Our findings contribute to the theory and practice of entrepreneurship education program evaluation and design.

Knowledge management to foster the entrepreneurship activity: case for Saudi Arabia

It is becoming a topic of increasing significance on a global scale to encourage students in educational institutions of higher learning to behave in an entrepreneurial manner. It is especially true in the countries that make up the Middle East/North Africa (MENA) region, where there is a greater pressing need to cultivate and develop college students into business owners who can financially support themselves through their own businesses. Since only several studies considered the impact of education on aspiring business owners in fast-developing countries like Saudi Arabia, this study helps fill a gap in the existing body of academic research. The primary objective of this research is to evaluate the impact that participation in educational programs about entrepreneurship has on the possibility that college students will be engaged in entrepreneurial activities in the future. It is significant to give education’s central role in cultivating and encouraging entrepreneurship. This investigation utilized the theory of planned behaviour as its primary framework. A convenience sample was used to collect responses to a questionnaire that was administered online. The recruitment process resulted in the participation of a total of 250 individuals who had previously attended institutions in Saudi Arabia and engaged in entrepreneurship education. The findings indicated that an individual’s attitude toward entrepreneurship and their assessment of their level of behavioural control (perceived entrepreneurship abilities) significantly impact an individual’s intention to participate in entrepreneurial activity. On the other hand, subjective norms do not significantly impact the intention to engage in entrepreneurial activity. The most noteworthy finding is that the extent to which students aspire to launch their own businesses is significantly influenced by entrepreneurship education. An explanation of the study’s limitations and some suggestions for more research were presented and discussed further. The study is limited to participation in entrepreneurship education. However, additional research investigating both the quality and quantity of education is also advised.

Entrepreneurship Education and Founding Passion: The Moderating Role of Entrepreneurial Family Background

In this paper, we examine the relationship between entrepreneurship education and entrepreneurial passion. Despite the advancement of entrepreneurship education literature and the increasing focus on entrepreneurship education in business schools, we lack empirical exploration on how entrepreneurship education can impact students’ passion for founding new organizations. We hypothesize that students who take entrepreneurship classes would develop high levels of founding passion due to a great perception of skills and abilities that increase positive emotions and decrease negative emotions about the entrepreneurship process. Moreover, we draw on the literature on role models to suggest that students’ entrepreneurial family background (students whose immediate family members are entrepreneurs) strengthens the influence of entrepreneurship education on entrepreneurial passion. Utilizing survey data collected from 160 university students, we found that entrepreneurship education positively influences students’ founding passion and that this relationship is strengthened when students have entrepreneurs in their immediate family.

The Impact of University Innovation and Entrepreneurship Education on Entrepreneurial Intention From the Perspective of Educational Psychology

In recent years, innovation and entrepreneurship education is one of the hot spots of higher education research and practice in China. Innovation and entrepreneurship education can be taken as a new direction. Despite the commonly held view that entrepreneurship education drive the promotion of entrepreneurial intention, little is known about the mechanism through which this intervention impacts on entrepreneurial intention. Based on the assimilation learning theory of cognitive structure and the planned behavior theory, the purpose of this work is to analyze the relationship between innovation and entrepreneurship education (IEE) and entrepreneurial intention from the perspective of educational psychology, to explore the influence mechanism of IEE on entrepreneurial intention, and to promote the success of college students in entrepreneurship. In this study, questionnaires were conducted among college students of different colleges, majors, and grades in Anhui province, with the aid of multiple linear regression analysis and mediating effect model analysis. The results show that IEE has positive effect on entrepreneurial intention. In addition, entrepreneurial knowledge plays a mediating role in the relationship between IEE and entrepreneurial intention. And the mediating effect of innovation behavior and entrepreneurial attitude is not obvious. These results are expected to provide evidence for understanding the relationship between IEE and entrepreneurial intention under the background of Chinese education, to enrich and expand the theoretical basis of IEE, and to possess theoretical, empirical, and practical significance for the design and implementation of innovation and entrepreneurship education for college students.

Designing Entrepreneurship Experiments

This article discusses the current and potential application of experimental methods to the study of entrepreneurship phenomena. Drawing on a review of experimental studies in entrepreneurship research, we discuss the advantages and disadvantages of experimental research designs for entrepreneurship research as a primer for those interested but not overly familiar with these methods. To advance research agendas and theory in the field, we introduce a typology of experimental manipulations that highlight alternative design choices based on the nature of their participant impact and realism of context. Finally, we provide an overview of areas of opportunity within the entrepreneurship literature for application of methods best suited to provide greater insight into the causal mechanisms at play.