The role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures

Abstract

Purpose This study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures. Design/methodology/approach The study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model. Findings The results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses. Originality/value This study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

The impact of Risk Willingness and Opportunity Recognition on Business Owners’ Performance in Sabah, Malaysia

“…Moreover, they should be more willing and daring to explore new areas of business that have not been ventured into (Hantman & Gimmon, 2014;Jain & Khandelwal, 2020). To that end, micro-business owners should attend entrepreneurship training and workshops more frequently to gain better business skills and networks (Galvao et al, 2020). Findings from this study also support the claim made by McCline et al (2000) that risk willingness and recognition of opportunities are elements of entrepreneurial attitude orientation that distinguish entrepreneurs and non-entrepreneurs.…”

Female Micro-Entrepreneurs and Social Networks: Diagnostic Analysis of the Influence of Social-Media Marketing Strategies on Brand Financial Performance

“…Finally, education focused on creating specific situations concerns the creation of new firms and entrepreneurial situations. But even when the training received is not specifically related to business and management, Galvão et al (2020) recognize that higher education improves entrepreneurs’ ability to recognize business opportunities, stimulating their self-esteem, introspection, knowledge, thereby increasing their ability to act and succeed in a complex environments, and enhancing company performance ( Chhabra and Goyal, 2019 ).…”

“…The education received by the entrepreneur is essential in these processes because it promotes values and attitudes such as critical spirit, innovation, and creativity, influencing the success of the decisions made ( Fayolle et al, 2006 ). In addition, when decision-making in an uncertain context, the entrepreneur needs personal skills such as self-esteem, introspection, and knowledge ( Galvão et al, 2020 ), which guarantee the company’s continuity and development over time.…”

Influencia de la educación emprendedora sobre la intención de emprender del alumnado universitario

“…Mapa de red de coocurrencias para EE Fente: Elaboración propia Opción teórica, metodología y hallazgos En primer lugar, según su opción teórica, se observó que la mayoría de los trabajos utilizan como marco referencial el modelo de Comportamiento Planificado de Ajzen (1991) (Galvão, Marques y Ferreira, 2020;Malebana, 2016;Maresch Harms, Kailer y Wimmer-Wurm, 2016;Paray y Kumar, 2020;Passaro, Quinto y omas, 2018;Sun, Lo, Liang y Wong, 2017;Zovko, Dulčić y Bilić, 2020), por sobre otros modelos clásicos que explican la intención emprendedora (Krueger y Brazeal, 1994;Shapero y Sokol, 1982). Al respecto, cabe destacar que la Teoría del Comportamiento Planificado de Ajzen (1991) tiene su origen en los postulados de la Teoría Cognitiva Social de Bandura (Bandura, 1977), especialmente en aquellos referidos a las creencias de autoeficacia; no obstante, la TPB plantea la influencia de tres variables psicosociales que afectan la intención las cuales son: actitud, norma subjetiva y control del comportamiento percibido.…”

“…Se registraron pocos estudios que abordaran el fenómeno desde una perspectivas cualitativa o mixta (Jamaluddin, Ali, Abdul Kadir y Kamis, 2019;Nabi, Walmsley, Liñán, Akhtar y Neame, 2016;Egerová, Eger y Mičík, 2017;Hamzah, Yahya, Sarip y Adnan, 2016;Fang y Chen, 2019). En este sentido, destacaron como técnicas de análisis de datos los modelos de ecuaciones estructurales -SEM (Karimi et al, 2016;Kakouris, 2016;Sun et al, 2017;Passaro et al, 2018;Galvão et al, 2020;Nowiński et al, 2019;Jena, 2020), las regresiones logit/probit (Badri y Hachicha, 2019;Maresch et al, 2016;Vodă y Florea, 2019;Vélez, Bustamante, Loor y Afcha, 2020;Zhang et al, 2014;Piperopoulos y Dimov, 2015) y ANOVAS (Popescu, Bostan, Robu, Maxim y Diaconu, 2016;Soria-Barreto et al, 2016;Soomro, Memon y Bukhari, 2020;Lima, Lopes, Nassif y de Silva, 2015), cuya información se recolectó partir de cuestionarios aplicados a estudiantes, y en menor proporción utilizaron muestras combinadas con discentes de postgrado (Kakouris 2016;Piperopoulos y Dimov, 2015;Lima et al, 2015) o docentes (Passaro et al, 2018). También se pudo constatar que la mayoría de las investigaciones fueron de corte transversal, siendo escasos los ejemplos relacionados a investigaciones de tipo longitudinal (Soria-Barreto et al, 2016;Varamäki, Joensuu, Tornikoski y Viljamaa, 2015).…”