The Acquisition of Entrepreneurial Competencies in a Virtual Platform: a Structural Equation Model

The status of entrepreneurship education in Jordanian universities

“…The other implication is the ability to balance expansion in the breadth of entrepreneurship education, courses, programs and centers, with a respect for the quality of this education. Entrepreneurship education is more effective when it employs new innovative tools based on experimental, real-world experiences (Iscaro et al , 2017); when it considers the desires and needs of different academic majors (Kassean et al , 2015); and when it adopts approaches that employ both curricular and extracurricular activities. In fact, with a high demand from governments, economists and academics for more entrepreneurial ventures and initiatives, many higher education institutions will be directed or forced to increase entrepreneurship education.…”

“…Thom, 2017). There is also a need for experiential education (Mandel and Noyes, 2016; Iscaro et al , 2017), employing education for entrepreneurship with action and implementation approaches (Paço et al , 2016; Leitch and Harrison, 1999). Moreover, the inadequate number of faculty positions for delivering entrepreneurship education still represents a challenge for higher education (Kim and Park, 2009).…”

“…There is evidence that entrepreneurial skills can be developed through education (Iscaro et al , 2017). Thus, in order to meet a growing need for entrepreneurial aspirations and behavior (Rauch and Hulsink, 2015; Kassean et al , 2015) together as well as equip young people with entrepreneurial skills capable of generating real enterprises (Solomon, 2007), entrepreneurship subjects have become a growing part of the educational curriculum in higher education institutions (Fayolle, 2013).…”