How Does Institutional Context Influence Entrepreneurship Education Outcomes? Evidence from Two African Countries

Fahinde, Charles; Abodohoui, Alexis; Mayuto, Radjabu; Su, Zhan

doi:10.1515/erj-2021-0458

Cited by 4 publications

(3 citation statements)

References 112 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Entrepreneurship education programmes in universities and educational institutions have been implemented in a number of countries to encourage the growth of entrepreneurship. Entrepreneurship education is largely undertaken in school settings in some nations, while it is integrated into the workplace in others (Fahinde et al, 2022). The institutional framework, including perceived government support, cultural norms, and social legitimacy of entrepreneurship, influences the success of entrepreneurship education.…”

Section: Entrepreneurship Development Efforts Through Formal Educatio...mentioning

confidence: 99%

Assessing the Role of Formal Education in Promoting Entrepreneurship

Osman,

Emole,

Onu

2023

IJEK

View full text Add to dashboard Cite

Entrepreneurship has been an economic tool for many governments, especially those facing unemployment challenges. Ghana is facing high unemployment among its youth. Various administrations have implemented policies, including the National Youth Employment Program and the YouStart Program, to solve the unemployment challenge. These initiatives, however, have yet to solve unemployment. This study examines the role of formal education in fostering entrepreneurship. Data were collected using a quantitative approach through a structured questionnaire survey administered to 140 entrepreneurs in Ghana’s Sunyani Municipality. The data were analyzed using SPSS version 25. Correlational analysis was performed to examine the relationship between formal education and entrepreneurial performance. The study findings show that entrepreneurial-based education, not only formal education, helps graduates successfully establish and operate their own businesses. This contributes immensely to reducing unemployment. The results also reveal a weak positive correlation between formal education and entrepreneurial performance; however, the observed correlation was not statistically significant. Thus, formal education may influence entrepreneurial performance, but other variables may have a greater influence. The implications of these results highlight the importance of equipping students with entrepreneurial knowledge and skills to help them succeed as entrepreneurs. This can boost economic growth and lower unemployment. The study's implications go beyond Ghana, as many nations struggle with unemployment. Findings form this research would drive policy-making and educational restructuring efforts to promote entrepreneurship and reduce global unemployment. The authors recommended modifying the existing educational curriculum to include more emphasis on entrepreneurship education, spanning from primary to higher education levels.

show abstract

Section: Entrepreneurship Development Efforts Through Formal Educatio...mentioning

confidence: 99%

Assessing the Role of Formal Education in Promoting Entrepreneurship

Osman,

Emole,

Onu

2023

IJEK

View full text Add to dashboard Cite

show abstract

“…Additionally, although the framework of covers the venture creation process, it is not concerned with the extent to which this process can be shaped through education. To understand how entrepreneurship education may impact the venture creation process, I draw upon the framework of entrepreneurship education's impact on entrepreneurial action developed by Fahinde and Su (2022). Their framework emphasizes how higher education can affect entrepreneurial action through a range of cognitive impacts.…”

Section: What Is Entrepreneurship?mentioning

confidence: 99%

“…These cognitions can also affect the eventual starting of an actual business, as studied in Paper 1. Fahinde and Su (2022) also highlighted how socio-institutional factors such as legal context, national governmental policies on entrepreneurship, cultural norms, and the social legitimacy of entrepreneurship. However, these factors are outside the scope of this dissertation, as are the cognitive impacts pertaining to the development of entrepreneurial skills (outside of team formation) and the perceptions and attitudes toward entrepreneurship.…”

Section: What Is Entrepreneurship?mentioning

confidence: 99%

Unleashing Entrepreneurial Education: Developing Entrepreneurial Mindsets, Competencies, and Long-Term Behavior

Arendt

View full text Add to dashboard Cite

Entrepreneurship education (EE) is rapidly increasing in popularity and is now being taught at nearly every university worldwide. EE has re-cently taken an experiential turn emphasizing learning through action, working with materials, venture creation, stakeholder interaction, team-work and reflection, often in dedicated learning spaces. Although expe-riential EE holds great promise for learning entrepreneurial skills and fostering successful entrepreneurs, its effects are not very well under-stood. Through four distinct papers, this dissertation seeks to close this knowledge gap by examining the short- and long-term effects of experi-ential EE. The first paper examines how pedagogical approaches in higher education cultivate entrepreneurial behavior and firm creation. By developing a categorization scheme of teaching methods, the first paper contributes to the categorization of EE initiatives while also showing that experiential education is an effective pedagogy for fostering entrepre-neurs both within and outside of EE. The second paper extends our knowledge of the immediate effects of EE by showing how domain-spe-cific education affects business and design students' beliefs in their own abilities and intentions to become entrepreneurs in unique ways. The third paper contributes to our understanding of the relationship between team formation strategies and entrepreneurship education, highlighting the importance of teaching a multitude of strategies for collaboration at an early stage. The fourth paper introduces the concept of topopraxis (where-how) to expand our understanding of how entrepreneurial learn-ing is achieved in the experiential classroom by showing that learning is enacted and enhanced through dedicated learning spaces. Taking to-gether these constituent parts, this dissertation shows that entrepreneurial teaching methods can be used to foster the important skills necessary for the future of work both within and outside of the EE context.

show abstract