Student Entrepreneurship in Universities: The State-of-the-Art

Abstract

The purpose of this paper is to understand how universities develop and support student entrepreneurship. We did a preliminary Systematic Literature Review (SRL) on scientific articles regarding student entrepreneurship published during the last twenty years. Our findings emphasize three main research areas, emerging from a cluster analysis: (i) student entrepreneurship and entrepreneurial intention; (ii) university support for entrepreneurship; (iii) entrepreneurship education and learning. Particularly, our study points out that the new paradigm of the entrepreneurial university overcame the classical university model through the introduction of many innovations to foster student entrepreneurship. This paper provides an SLR on university role in fostering student entrepreneurship and it is useful for the academic and professional community. Additionally, it is original because it highlights the future directions of entrepreneurship and the main innovations adopted by universities to help students in the development of entrepreneurial initiatives.

The contribution of Enactus global sustainability initiative to youth empowerment and community development

“…Remarkably, the outcome of this study also indicates that Enactus initiative has been successful in instilling practical skills in students, as supported by scholars such as Dalibozhko and Krakovetskaya (2018) and Schimperna et al (2021). The initiative highlights the importance of collaboration and partnership in sustainable development, with the strength of Enactus attributed to its partnerships with global donors, business leaders and academic institutions.…”

“…However, it is imperative to highlight that, in addition to South Africa, comparable activities of Enactus student teams take place in several other countries across the globe, including Brazil, Germany, Ghana, Kenya, Mexico, Nigeria, Puerto Rico and the UK, among others. This analysis identified multiple instances of students providing social assistance to their host communities (SDG 11: Inclusive cities and human settlements) (Dalibozhko and Krakovetskaya, 2018) and (Schimperna et al, 2021). This is supported by Malunga et al (2014) and Gupta et al (2017), who opine that teams of students undertake needs analyses in their communities, develop viable solutions to challenging problems and conduct impactful projects under the supervision of lecturers, with the cooperation of business leaders.…”

Investigating the Structural Effect of Achievement Motivation and Achievement on Leadership and Entrepreneurial Spirit of Students in Higher Education

“…Entrepreneurship is the process of doing or producing something new that is different from previous activities and is supported by the willingness and courage to take risks (Vidyatmoko and Hastuti 2017). Entrepreneurship can be defined as a process of doing something (creative), being different (innovative), and daring to take risks as well (Schimperna et al 2022). The mission of entrepreneurship is to improve economic growth, employment, industrial structure, and the welfare of society.…”

“…The second mission refers to the research and relies on structural transformation to share and commercialize the university's intellectual property. The third mission is to transform the university into a teaching, research, and economic development enterprise (Schimperna et al 2022).…”

Effect of the University’s Environment and Support System on Subjective Social Norms as Precursor of the Entrepreneurial Intention of Students

“…Today, an increasing number of policymakers believe that more entrepreneurship is essential to generate higher levels of innovation and development in the current knowledge economy (Casanovas & de Castro, 2022). At the same time, universities worldwide have been integrating entrepreneurship programs into their curricula to train students who may choose entrepreneurship as a career path after graduation (Schimperna et al, 2021). The impact of entrepreneurship education programs on the antecedents of the EI of students has been the topic of many studies over the years (Rae & Woodier-Harris, 2013; Rauch & Hulsink, 2015; Sánchez, 2011; Wu, Jiang et al, 2021).…”