Entrepreneurship Education within Higher Education Institutions (HEIs)

Ghina, Astri; Simatupang, Togar M.; Gustomo, Aurik

doi:10.5772/intechopen.69043

Cited by 7 publications

(11 citation statements)

References 5 publications

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“…The result of the current study confirmed the hypothesis that HEIs have a direct effect on promoting entrepreneurial intention, with standardised coefficients of 0.155. This finding is similar to existing studies that indicate the positive impact of HEI on entrepreneurship education and intention (Ghina et al, 2017; Paray & Kumar, 2020). Hypothesis 1 clearly answers the first research question, and the answer is that HEIs have a direct positive effect on entrepreneurial intention; however, the degree to which entrepreneurial intention is promoted depends on the efficiency of the college or university.…”

Section: Discussionsupporting

confidence: 92%

“…A plethora of studies have assessed the role of HEIs and universities in entrepreneurship (Davey et al, 2016) and entrepreneurship education (Boldureanu et al, 2020; Song et al, 2021). According to Ghina et al (2017), fostering effective learning in entrepreneurship education at educational institutions is the most effective strategy to develop successful entrepreneurs. Byun et al (2018) testified that although there is an increase in demand for professional entrepreneurship education owing to the resurgence of entrepreneurship, there is still a shortage of professional education curricula and professional teachers.…”

Section: Introductionmentioning

confidence: 99%

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Empirical study on the role of passion, individual differences, and innovativeness between entrepreneurship education in higher education institutions and entrepreneurial intention: A moderated mediating model

Porkodi¹,

SARANYA²

2023

Review of Education

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Entrepreneurship is a powerful tool that reduces unemployment, boosts economic growth, and promotes innovation and social change. With a focus on the promotion of entrepreneurial intention possessed by higher education institutions offering entrepreneurship education, this study assesses the indirect impact of higher education institutions in developing entrepreneurial intention through passion as a mediator. It also investigates the moderating role of individual differences and innovativeness between the entrepreneurship education in higher education institution and the entrepreneurship educational outcome, namely entrepreneurial intention. Also, the moderated mediation relationship between entrepreneurship education in a higher education institution and entrepreneurial intention is assessed. To conduct the cross‐sectional study, data was collected from 636 students perusing an entrepreneurship course at colleges affiliated with Bharathiar University in Coimbatore, Tamil Nadu (India). A questionnaire with 37 items is used to collect the data as ratings from respondents. The moderated mediation model is designed and tested using the bootstrapping method in the Hayes PROCESS macro model. According to the findings, the association between entrepreneurship education in higher education institutions and passion is negatively moderated by individual differences and innovativeness. Further, the study revealed that the combined effect of the higher education institution, individual differences, and innovativeness on entrepreneurial intention is mediated by passion. Context and implicationsRationale for this studyThis empirical research aimed to assess the impact of higher education institutions and the effect of passion, individual differences, and innovativeness in developing the entrepreneurial intention to support the educational experience of higher education institutions offering entrepreneurship education.Why the new findings matterThe findings of the study indicate that higher education institutions promote entrepreneurial intention through quality content, instructors, and an entrepreneurial environment that considers individual differences. However, controlled environments can negatively impact innovative students' entrepreneurial intentions, as learning passion indirectly influences entrepreneurial intentions.Implications for EducatorsThe educational institutions must provide a distinct entrepreneurial environment for students pursuing entrepreneurship programmes. Collaborative learning should be adopted to create huge differences in the skills, attitudes, and confidence levels of the students and to assess individual competence and team effort. Low or average‐skilled students can be motivated and encouraged to participate in entrepreneurial events inside and outside the institution, whereas highly competent students can be provided with real‐world business opportunities to launch new ventures, which may inspire and drive their peers.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Empirical study on the role of passion, individual differences, and innovativeness between entrepreneurship education in higher education institutions and entrepreneurial intention: A moderated mediating model

Porkodi¹,

SARANYA²

2023

Review of Education

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“…Thus, the competence of graduates can be formed to read opportunities in building and developing businesses as Bikse and Riemere (Bikse & Riemere, 2013) found. The study of Ghina et al (2017) also emphasized the importance of strengthening educational institutions in developing the competency skills of prospective graduates in accordance with the demands of the world of work or the industrial world.…”

Section: Discussionmentioning

confidence: 99%

The Development of Prospective Teachers’ Entrepreneurial Competencies Based on Importance Performance Analysis (IPA)

Sukardi

2023

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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This study aims to analyze prospective teachers’ map of competency development; the effectiveness of the substance of education in various fields of study that supports the strengthening of prospective teachers’ entrepreneurial competencies and skills (startup businesses) after graduation; and the suitability of students’ entrepreneurial competency development quadrant. Methodologically, this study used survey method. It involved 1.298 third and upper semester students of University of Mataram’s Faculty of Teacher Training and Education (FKIP), who were determined using accidental proportional sampling. The dimensions and the instruments of this research were adapted from the instruments developed by Bikse and Reimera, which include: ability to learn and act independently, set goals and act in a creative way, ability to analyze and plan further action, to take the initiative and responsibility, cooperate and work in a team, assess and classify the information, and find the problem and plan the solution. All data were analyzed using descriptive analysis and Importance Performance Analysis (IPA). The results of the study indicate that efforts to strengthen entrepreneurial competencies, especially in selecting, summarizing, and presenting informations, have been made. However, the skills required to take initiative and direct personal responsibility are still not sufficiently developed. The findings of this study also show that prospective teachers are not completely well-prepared for the challenges in the labor market. Prospective teachers acquired moderate or even low-level theoretical knowledge and practical skills. This is confirmed by the results of Importance Performance Analysis which demonstrate that the entrepreneurial competency development is yet to be optimal. Almost all aspects of entrepreneurial competency development fall within quadrant I.

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“…Tourism has evolved into a significant science that is taught on many campuses and universities all over the world (Malihah et al, 2014). Despite the growing demand for study, several researchers claimed that entrepreneurship education in Indonesian higher education had not been quite effective (Ghina et al, 2017;Larso & Saphiranti, 2016). The ineffectiveness includes a lack of entrepreneurship education programs throughout the country, as well as a lack of understanding of how and what appropriate methodologies to teach and produce graduate entrepreneurs are (Amalia & Korfesch, 2021).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship Education in Hospitality and Tourism: Insights from Graduated Hospitality Students as Entrepreneurs

Alexandra¹,

Situmorang²,

Purnamaningsih³

2023

IJARBSS

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The entrepreneurial education field has expanded alongside the growth of entrepreneurial businesses. Cultivating the entrepreneurial potential of college students also becomes a critical link for social development and innovation. This study further evaluates entrepreneurship courses in hospitality and tourism education. The research participants in this study are graduates of Hospitality Education in Indonesia and currently have an active business in the hospitality industry to manage and operate. The findings found that theoretical and practical hospitality courses, business plan or entrepreneurship courses and interpersonal relationship courses are required to be learned in hospitality education. It also suggested ways to improve hospitality entrepreneurship education by encouraging students to have a strong base of soft skills, providing them with opportunities for creating events and real-life business projects, digital marketing courses and offering internship opportunities. Further, exposure to business life through internships and other extracurricular activities that facilitate the creation of innovative hospitality products was found important.

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Entrepreneurship Education within Higher Education Institutions (HEIs)

Cited by 7 publications

References 5 publications

Empirical study on the role of passion, individual differences, and innovativeness between entrepreneurship education in higher education institutions and entrepreneurial intention: A moderated mediating model

Empirical study on the role of passion, individual differences, and innovativeness between entrepreneurship education in higher education institutions and entrepreneurial intention: A moderated mediating model

The Development of Prospective Teachers’ Entrepreneurial Competencies Based on Importance Performance Analysis (IPA)

Entrepreneurship Education in Hospitality and Tourism: Insights from Graduated Hospitality Students as Entrepreneurs

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