Entrepreneurial education at university level and entrepreneurship development

Abstract

Purpose The purpose of this paper is to contribute to the literature on effectiveness of entrepreneurship education by empirically assessing the role of university entrepreneurial education in entrepreneurship development and reporting the results. Design/methodology/approach A quantitative method was applied for this study. This research was preplanned and structured. Based on the previous literature, hypotheses have been developed. The sample is composed on the basis of a simple random sampling and consists of 200 students. The method of data collection was face-to-face interview with a self-administered questionnaire. The data were statistically interpreted using factor and regression analysis. Findings The present paper explores and examines the factors and variables of different kinds of entrepreneurial education at the university level. Specifically, at first, this paper addresses the possible entrepreneurial education factors in terms of generalized, motivational, and augmented entrepreneurial education via comprehensive literature review. Second, the paper focuses on the relationship between entrepreneurial education at the university level and entrepreneurship development. The results of this study show a strong positive relationship between different kinds of entrepreneurial education on entrepreneurship development. Practical implications The implications of these findings are highly relevant to the universities, policy makers, practitioners, and relevant agencies in regard to their policy-setting process in the entrepreneurship development context. This is because entrepreneurship education at the university level has been recognized to have an impact on student, group, and society. This finding also improves the understanding of donors and development partners about the extent to which a quality entrepreneurship education can play a role in economic development. Wrong specification of research models has a significant impact on research outcome and may even mislead decision-setting process. Therefore, this paper encourages further research that examines the measurement model of these three kinds of entrepreneurial education for entrepreneurship development. Originality/value This study provides a first step toward generalized, motivational, and augmented entrepreneurial education at the university level in Bangladesh.

The Role of Entrepreneurship Education and University Environment on Entrepreneurial Interest of MBA Students in Saudi Arabia

“…Their probability values are less than 5% level of significance (p-value < 0.05). This result is similar to thw studies of Hasan et al (2017) and Shahid et al (2017). On the other hand, 'Entrepreneurship course has enhanced my ability to identify opportunities (X2)', 'My university environment encourage me to engage in entrepreneurial activities (X4)', and 'The atmosphere at my university inspires me to develop new business ideas (X5)' are not statistically significant in influencing the level of entrepreneurial interest (Yi) of MBA students at 5% level of significance.…”

“…Recent studies such as Durst and Sedenka (2016) in Sweden, Jabeen et al (2017) in United Arab Emirates, Shahid et al (2017) in Pakistan and Hasan et al (2017) in Bangladesh among others suggested that university environment where students learn plays a pivotal role in encouraging students to develop business ideas and start up their own business. This seems to help students mitigate any adverse impact that their negative perceptions that surrounds them might have on their entrepreneurial intentions (Shahid et el., 2017).…”

“…3 Methodology of the study 3.1 Sample and data The data used in this study is part of the preliminary data obtained from the on-going Masters Research thesis. This data is collected between November, 2017 and January 2018 at Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia using questionnaire adapted from different studies such as Wang and Wong (2004), Siyanbola et al (2012), Sieger et al (2014), Durst and Sedenka (2016) and Hasan et al (2017). The questionnaire is designed to elicit information on the level of entrepreneurial interest of the students and the factors that could influence their interest.…”

Impact of Entrepreneurial Education Programs on Total Entrepreneurial Activity: The Case of Spain

“…Given these potential benefits of EE, it is not surprising that a multitude of programs have emerged that value and try to put into action these objectives. For example, Hasan et al (2017) have recognized that EE impacts both students and society. However, despite the importance of these programs and their widespread use, there is a lack of understanding of their effectiveness.…”

“…First, it compiles the programs on entrepreneurship education developed in Spain. Some previous studies have described entrepreneurial education programs (Maritz and Brown 2013;Maritz 2017), but usually did so in the university context (Hasan et al 2017) and, specifically, in the business field (Fayolle et al 2011;Musteen et al 2018), or in specific programs promoting entrepreneurship in other areas (Lans et al 2013; Barba-Sánchez and Atienza-Sahuquillo 2018). There have been a few studies that have developed a comprehensive review of programs in entrepreneurial education at non-university educational levels .…”