Entrepreneurship education and sustainable development: mediating role of entrepreneurial skills

Edokpolor, James Edomwonyi

doi:10.1108/apjie-03-2020-0036

Cited by 15 publications

(16 citation statements)

References 25 publications

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“…The latest researches on entrepreneurship education for students are, to mention a few, conducted in Pakistan by Ahmed et al (2020), in Nigeria by Alao et al (2020), in Switzerland by Hahn et al (2020), in India by Jena (2020), in the United States by Liguori et al (2020), in Italy by Secundo et al (2020) and in Indonesia by Wahidmurni et al (2019). The studies are in accordance with UNESCO recommendations about the need for educational institutions to organize entrepreneurship education (Edokpolor, 2020;Wahidmurni, 2020). We can learn from the experience of Massachusetts Institute of Technology, whose students have strong interest to build a start-up business before they graduate in the last three decades or the last 10 years (Roberts et al, 2015).…”

Section: Introductionsupporting

confidence: 56%

The impacts of using modules on students’ entrepreneurial attitudes and intentions

Wahidmurni

Pusposari

Nur

et al. 2022

CJES

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The covid-19 pandemic made classroom-based learning change into online-based digital learning. It leads to the students’ need for useful learning resources to study independently. The current research aimed to evaluate the impacts of module-assisted learning on students’ entrepreneurial attitudes and intentions. It was designed with a one-group quasi-experimental pre-and post-test, and the whole learning process was online. It was hypothesized that there will be a remarkable improvement in students’ entrepreneurial attitudes and intentions after they learn with the module. Data were collected by distributing questionnaires to students of two selected universities. To test the deviation between the two population means, t-test formula was used. The results demonstrated that 1) the use of modules can significantly improve students’ entrepreneurial attitudes and 2) it cannot significantly increase their entrepreneurial intentions. Online learning of entrepreneurship with modules can increase entrepreneurial attitudes, but to increase entrepreneurial intentions, it is vital to explore learning strategies through maximum use of information technology. Keywords: COVID-19 pandemic, entrepreneurial attitude, entrepreneurial intention, entrepreneurship education, entrepreneurship module.

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Section: Introductionsupporting

confidence: 56%

The impacts of using modules on students’ entrepreneurial attitudes and intentions

Wahidmurni

Pusposari

Nur

et al. 2022

CJES

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“…Entrepreneurship courses create a positive atmosphere and promote students' EIs [37,75,92]. According to human capital theory, EE positively impacts students' entrepreneurial activities by improving their knowledge and entrepreneurial skills [54,55,94]. Farashah (2013) found that the possibility of starting a business increases 1.3 times for each unit improvement in EE or one entrepreneurship course [56].…”

Section: The Effect Of Ee On Eimentioning

confidence: 99%

“…There have been many studies on the impact of EE on EI [20,41]. Previous studies were mainly conducted from the perspectives of the overall impact of EE on EI [1,19,22,25,38,[42][43][44][45][46][47][48][49], gender differences [22,39,[50][51][52][53], the economic situation [6,[13][14][15][16][17], human capital theory [15,20,[54][55][56][57], self-efficacy theory [2,13,17,49,[58][59][60][61][62][63][64][65] and planned behavior theory [12,25,34,64,[66]…”

Section: Introductionmentioning

confidence: 99%

The effect of entrepreneurship education on the entrepreneurial intention of different college students: Gender, household registration, school type, and poverty status

Deng

Wang

2023

PLoS ONE

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Entrepreneurship education (EE) is a crucial link to promoting college students’ entrepreneurship, which reduces unemployment, economic development, and poverty. Based on a sample of Chinese college students, this study uses a logistic model to investigate the effect of EE on entrepreneurial intention (EI). It focuses on evaluating the impact of EE on the EI of different groups of college students from the perspectives of gender, household registration, school type, and poverty status. Benchmark regression results show that EE has a significant positive impact on the EI of students. The heterogeneity analysis has the following findings. First, EE has a more significant impact on women’s EI, which can reduce the entrepreneurial gap between women and men. Second, EE is more effective in improving the EI of urban students, which will further widen the gap between urban and rural students in entrepreneurship. Third, EE has increased the EI of students from private universities, which represent application-oriented universities. This shows that public universities, which represent research-oriented universities, need to increase the training of talent in practical applications to narrow the gap with private universities in entrepreneurship. Fourth, after receiving EE, the EI of nonpoor students improved more than that of poor students. Equal EE increases the gap between poor and nonpoor students, which can easily lead to an intergenerational cycle of poverty in entrepreneurship. This study provides empirical evidence from college students’ entrepreneurship in relatively underdeveloped western China, which supports the development of EE and entrepreneurial activities.

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“…Furthermore, as Hsu and Pivec [30] argue, integrating sustainability into entrepreneurship education, including comprehensive plans in curricula, could have more potential than we are aware of in education development and promoting major goals, e.g., SDGs. As a matter of fact, Edokpolor [31] stresses the relationship between entrepreneurship education and the core values of sustainable development.…”

Section: Entrepreneurship Education As An Engine For Promoting Sustainable Transformationmentioning

confidence: 99%

Responding to Global Challenges through Education: Entrepreneurial, Sustainable, and Pro-Environmental Education in Nordic Teacher Education Curricula

et al. 2021

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The United Nations’ Sustainable Development Goals (SDGs), and the European Union’s strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.

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Entrepreneurship education and sustainable development: mediating role of entrepreneurial skills

Cited by 15 publications

References 25 publications

The impacts of using modules on students’ entrepreneurial attitudes and intentions

The impacts of using modules on students’ entrepreneurial attitudes and intentions

The effect of entrepreneurship education on the entrepreneurial intention of different college students: Gender, household registration, school type, and poverty status

Responding to Global Challenges through Education: Entrepreneurial, Sustainable, and Pro-Environmental Education in Nordic Teacher Education Curricula

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