The Effect of an Interdisciplinary Entrepreneurship Education Program on Students’ Entrepreneurial Intention

Ouragini, Imen; Lakhal, Lassâad

doi:10.1016/j.ijme.2023.100845

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…Therefore, as shown in relevant studies, entrepreneurship education should be about learning entrepreneurial attitudes and skills, such as managing change and applying new technologies and innovation [10][11][12].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Business Education in Incubators and Its Impact on Start-Ups

Komisopoulos,

Ntanos,

Kargas

et al. 2024

Springer Proceedings in Business and Economics

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Entrepreneurship education programs have gained popularity in the last 20 years as they have the potential to encourage entrepreneurial abilities and mindsets. Despite the increasing number of these programs offered worldwide, their effectiveness remains to be determined. Research has produced mixed outcomes, and there needs to be a consensus on the definition of entrepreneurship education in incubators or the outcomes of such courses. The perception of business incubators has evolved to become supportive settings for new business ventures and aspiring entrepreneurs. They are considered the future training grounds for entrepreneurship and experimental hubs for learning. Nevertheless, the degree to which they enhance business performance is debatable, and research into their outcomes needs to be more varied and largely inconclusive. The research methodology employed in this study is quantitative and involves a questionnaire. The sample consists of 112 start-ups and visionary entrepreneurs that have participated in entrepreneurship education programs offered by the incubators in Greece, and 21 business incubators. The results of the study show that entrepreneurship education programs have the potential to enhance specific skills and attitudes in participants that could be advantageous in the long run. While the research does not provide conclusive evidence, it does demonstrate promising correlations. Therefore, although business incubator-based entrepreneurship education programs in Greece may not immediately impact start-ups, they could be advantageous in the future.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Business Education in Incubators and Its Impact on Start-Ups

Komisopoulos,

Ntanos,

Kargas

et al. 2024

Springer Proceedings in Business and Economics

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“…According to Palalic et al (2017), for students to have a positive impression of entrepreneurship, engaging features and activities should encourage them to pursue self-employment as a career path. Scholarly works such as Schultz (2022), Cui (2021), Hongdiyanto (2021, and Ouragini and Lakhal (2023) have established a stronger connection between students' intentions to start their businesses and their perceptions of the course material's relevance and sufficiency. Although course content is recognized as crucial, little is known about the specific content and teaching methods that best promote entrepreneurial goals.…”

Section: Curriculummentioning

confidence: 99%

Influence of University's Role, Curriculum, and Teaching Methodologies in Promoting Entrepreneurship Intention

Karki,

Joshi,

Subedi

2023

NCC Jnl

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Entrepreneurship is acknowledged as a powerful force that drives innovation, job creation, and the establishment of new markets, making it critical for long-term growth and economic advancement. Entrepreneurial intention plays a crucial role before initiating a business venture. The study investigated the educational process by examining university culture, curriculum development, and teaching methodologies to predict student motivation levels. The study examined how a university's role, curriculum, and teaching methods affect students' entrepreneurial intentions. The study used a causal-comparative technique to explore the causal links between these characteristics and the intention to pursue entrepreneurship. Convenience sampling was utilized to collect data from 384 university students in Nepal. Correlation and regression methods revealed strong positive relationships between the entrepreneurship curriculum, the university's involvement, teaching methodologies, and entrepreneurial intent. The study emphasized the significance of a comprehensive approach to entrepreneurship education, focusing on practical teaching methods and a supportive academic atmosphere. The study highlighted teaching approaches as influential factors in shaping students' entrepreneurial intentions. The findings gave valuable insights for curriculum developers and government officials, allowing education to better address the expanding demand for entrepreneurship. The study addressed the need for curriculum modifications to enhance entrepreneurial skills and initiatives to align education more effectively with industry requirements.

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“…However, students could open online stores with low thresholds and investment funds, which under the guidance of teachers to gain entrepreneurial experience in cyber entrepreneurship courses (Wang et al, 2016). It requires changing traditional teaching methods to adapt to new fields (Ouragini and Lakhal, 2023). Last but not least, the significance of cyber entrepreneurship education is not to cultivate everyone to become entrepreneurs but to help students recognize their own abilities and engage in future career planning (Lynch et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…, 2016). It requires changing traditional teaching methods to adapt to new fields (Ouragini and Lakhal, 2023). Last but not least, the significance of cyber entrepreneurship education is not to cultivate everyone to become entrepreneurs but to help students recognize their own abilities and engage in future career planning (Lynch et al.…”

Section: Introductionmentioning

confidence: 99%

The impact of cyber entrepreneurship education on Chinese college students’ self-efficacy and intention in cyber entrepreneurship

2024

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Purpose This paper aims to investigate the effects of four types of cyber entrepreneurship courses on entrepreneurial self-efficacy (ESE) and intention. It is based on Social Cognitive Theory and Regulatory Focus Theory, which takes Chinese college students as the research objects.Design/methodology/approachApproximately 101 senior business school students who had participated in all cyber entrepreneurship courses were selected to complete the horizontal analysis. Approximately 317 students from different grades who had participated in different cyber entrepreneurship courses were selected for the multi-group analysis (MGA) for the longitudinal comparison.Findings The results show that different cyber entrepreneurship courses may trigger Chinese students’ positive or defensive mechanisms for cyber entrepreneurship and affect their ESE and intentions. The impact of cyber entrepreneurship theoretical courses on Chinese students’ entrepreneurial intentions is not significant, and self-efficacy has no mediating effect between cyber entrepreneurial theory courses and intentions.Originality/value This study helps teachers and policymakers to better understand the impacts of cyber entrepreneurship courses and to adopt proper teaching contents and methods for diversity goals. It also has reference value in theoretical and practical perspectives.

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The Effect of an Interdisciplinary Entrepreneurship Education Program on Students’ Entrepreneurial Intention

Cited by 5 publications

References 26 publications

Business Education in Incubators and Its Impact on Start-Ups

Business Education in Incubators and Its Impact on Start-Ups

Influence of University's Role, Curriculum, and Teaching Methodologies in Promoting Entrepreneurship Intention

The impact of cyber entrepreneurship education on Chinese college students’ self-efficacy and intention in cyber entrepreneurship

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