Abstract
Entrepreneurial competences are related to the knowledge and skills needed to establish or manage a business that is profitable. However, research into the relationship between different types of entrepreneurial education and entrepreneurial competencies has yielded varied results. This study investigates the various types of entrepreneurial competencies that students would have developed after taking the basic entrepreneurship course at the said university and compares them to students who did not take the basic entrepreneurship course. The study comprised 1049 undergraduates from different disciplines who took Basic Entrepreneurship class as well as individuals who did not take Basic Entrepreneurship. The Personal Entrepreneurial Competencies (PEC) assessment utilised had 13 competencies. The designed basic entrepreneurship enculturation course only positively predicted five of the 13 entrepreneurial competencies (i.e., persistence, systematic planning, initiative, see and act on opportunities, and use of influence strategies).
TopIntroduction
Entrepreneurial talents have been extensively researched in academic literature and are a matter of interest for educational institutions. There has a been a spike in new start-ups especially online businesses that requires entrepreneurial skills, particularly after the Covid 19 epidemic. According to Ratten and Jones (2021), the COVID-19 crisis provided an excellent moment to devote greater attention to the value of entrepreneurial education among undergraduates.
The purpose of entrepreneurship education is “to shape ideas of what it means to be an entrepreneur, not to promote an ideology of entrepreneurship, and to create critical awareness that contributes to the accountability of entrepreneurs to society” (Rae, 2010, p. 603 in Allahar, 2021). The entrepreneurship education notion here is seen as building and sustaining a learning environment that encourages entrepreneurial qualities and behaviours such as becoming a creative and independent thinker, taking risks, accepting responsibility and appreciating differences (Gautam & Singh, 2015 in Kyguolienė & Švipas, 2019).
However, there is much debate on the different approaches and methods that are being used in entrepreneurship education. As proposed by many researchers there is a need to move towards an unconventional, experienced based (experiential) teaching and evaluation methods. Duval-Couetil, Shartrand & Reed (2016) found that combining entrepreneurial education with experiential learning, forced students to actively engage and reflect on their experiences, increasing the effectiveness of entrepreneurial education. In other words, experiential learning has the potential to teach or inculcate the much needs soft skills/ entrepreneurial competencies.
In order to support entrepreneurship studies within higher education, support for learning environments that diverge from traditional lecturer-led passive learning has been growing for some time (Bell & Bell, 2020). The practical based approach is a framework for designing entrepreneurship education courses that take context into account. This includes being aware of the relevance of specific context components to the course learning outcomes (Thomassen, Williams, Ramsgaard, Neergaard & Warren, 2020). According to Che Embi, Jaiyeoba, and Yussof (2019), entrepreneurship education should be structured to provide students with collaborative learning experiences, relevant hands-on skills, and real-world applications that lead to an entrepreneurial mindset/competencies.
Entrepreneurial competencies have been identified as a separate set of abilities required for effective entrepreneurship practise (Mitchelmore & Rowley, 2010), and can be cultivated via the entrepreneurship education process. Entrepreneurial competencies are regarded as a higher-level feature that encompasses knowledge, personality traits, and abilities that may be demonstrated as the overall capacity to perform a job function successfully, enabling entrepreneurs to achieve and maintain business success (Man, Lau & Chan, 2002). The launch, survival, and growth of new start-ups are all attributed to an individual's entrepreneurial competencies (Mitchelmore & Rowley, 2010).
Entrepreneurial competences in general includes generic and specialised knowledge, motivation for progress, risk taking, internal control, creativity, independence, attitude, self-image, social roles, abilities, opportunities, relationships, strategy thinking, organising, and commitment in executing a successful business endeavour (Malekipour, Hakimzadeh, Dehghani & Zali, 2017). Generally, these soft skills are associated with knowledge, skills, and experience, can be acquired via both practical and theoretical approach.
Key Terms in this Chapter
Experiential Learning/Practical-Based Learning: Experiential learning, also known as practical-based learning, is an educational approach that emphasizes the acquisition of knowledge and skills through direct, hands-on experiences. It focuses on actively engaging learners in real-world or simulated situations to apply their knowledge, reflect on their experiences, and extract valuable insights and lessons. Experiential learning can be applied in various educational settings, from schools to universities and professional development programs, and across a wide range of disciplines and industries.
Entrepreneurship Learning: Entrepreneurship learning refers to the process of acquiring knowledge, skills, and attitudes related to entrepreneurship. It involves the exploration and development of entrepreneurial mindsets, competencies, and capabilities through various educational experiences. It is a lifelong journey that equips individuals with the knowledge, skills, and mindset necessary to succeed in the entrepreneurial world.
Entrepreneurial Education: Entrepreneurial education is an educational approach that focuses on providing individuals with the knowledge, skills, and mindset needed to be successful in entrepreneurial ventures. It aims to cultivate an entrepreneurial mindset, foster innovation, and develop the capabilities necessary for starting and growing a business. The goal is to provide individuals with the knowledge, skills, and mindset necessary to thrive in entrepreneurial endeavours, whether by starting their own businesses or applying an entrepreneurial approach within existing organizations.
Entrepreneurial competencies: Entrepreneurial competencies refer to the specific knowledge, skills, and abilities that entrepreneurs need to effectively start, manage, and grow a business. These competencies are essential for entrepreneurial success and can be developed through education, training, and hands-on experience. These competencies are not exhaustive, and the specific competencies required may vary depending on the industry, business model, and individual circumstances. However, developing these entrepreneurial competencies can significantly enhance an entrepreneur's chances of success in their entrepreneurial endeavors.
Teaching Entrepreneurship: Teaching entrepreneurship involves the process of imparting knowledge, skills, and attitudes related to entrepreneurship to students or aspiring entrepreneurs. It aims to provide individuals with the tools and mindset needed to start, manage, and grow their own businesses.