Entrepreneurship Teaching in India and the Region

Abstract

Economies across the globe believe in entrepreneurship as an important component for economic development because it is helping countries to solve problems like unemployment or underemployment. As countries make policies and support systems to strengthen their entrepreneurial ecosystems for accelerated growth of their economies, they are increasingly focusing on entrepreneurship education (EE). This article explores various issues related to EE, pedagogies and ecosystems. With the help of survey technique, data of 157 respondents were collected. The article serves as a benchmark on university/institutes’ target group for EE, types of modules used, various supports provided by these universities/institutes to the target groups, preferences for teaching pedagogies and, most importantly, how the outcomes of EE are measured. Based on the findings, the article concludes with some recommendations to strengthen EE in India and in other regions of the globe.

Identification and testing of barriers to sustainable manufacturing in the automobile industry: a focus on Indian MSMEs

“…Production and operations related barrier (POM) : As evident from GTMA analysis, the most important attribute is the production and operation management barrier (POM).This could be because India is still considered a factor-driven economy (Shukla et al , 2019). According to the World Economic Forum, the countries that compete primarily on the use of unskilled labor and natural resources are categorized as factor-driven economies.…”

University Entrepreneurial Ecosystems and Graduate Entrepreneurship

“…On the other hand, studies with student surveys generally measure effects on intentions but not on concrete business creation actions, which greatly limits their scope. Admittedly, the desired outcomes of entrepreneurship education and U-BEEs are diverse and difficult to measure, Shukla et al (2022) in their evaluation of practices in India and Asia in general point to competencies such as opportunity recognition and risk-taking, as well as broader ones such as promoting a culture of entrepreneurship. However, in practice, assessments of attitudes, motivation and knowledge dominate the literature, such that Yi and Duval-Couetil (2022) found only 4 studies in their review of 61 impact studies of U-BEEs where the system's outcome measures were objective in relation to venture creation.…”

Women entrepreneurship development and sustainable rural livelihoods in Zimbabwe

“…A report by Global Entrepreneurship Monitor (2016/17) shows that Sub-Saharan Africa has the highest rate of women entrepreneurship globally. Within the continent, Senegal is the best performer with 36.8% of women entrepreneurs, while South Africa has the lowest number of women entrepreneurs active in the region at just 5.9% (Shukla, Parray, Siingh Chatwal, Bharti, & Dwivedi, 2018). The report reveals that in countries like Ghana, Nigeria and Zambia, women entrepreneurs outnumber men in entrepreneurship concerns.…”

“…The report reveals that in countries like Ghana, Nigeria and Zambia, women entrepreneurs outnumber men in entrepreneurship concerns. However, Sub-Saharan Africa is regarded as the continent with the highest rate of discontinuance of women entrepreneurship at 8.4% (Shukla et al ., 2018). Women are generally considered second-class citizens because biologically men are stronger than women.…”