The Significance of Entrepreneurship Education and Its Intent

Running Head: THE SIGNIFICANCE OF ENTREPRENEURSHIP EDUCATION AND ITS INTENT 1
The Significance of Entrepreneurship Education and its Intent
Bijay Chalise (17306), Hannah Gurung (17312), Uttam Rai (17324),
Sajan Thapa (17336), Anu Maity Shakya (17328)
Group F
Kathmandu University School of Management (KUSOM)
12th April 2018
Authors’ Note:
Submitted for partial fulfillment of Masters on Business Administration (MBA)

The Significance of Entrepreneurship Education and its Intent 2
TABLE OF CONTENTS
List of Tables .................................................................................................................................. 4
List of Figures ................................................................................................................................. 4
Abstract ........................................................................................................................................... 5
Chapter I Introduction ..................................................................................................................... 6
Introduction to Entrepreneurship ................................................................................................ 6
Importance of Entrepreneurship ................................................................................................. 7
Emergence of entrepreneurship education .................................................................................. 8
Chapter II Enterpreneurship Education .......................................................................................... 9
Introduction to Entrepreneurship education................................................................................ 9
Development of Entrepreneurship Education (EE) .................................................................. 10
Scope of EE............................................................................................................................... 12
Importance of EE ...................................................................................................................... 13
Chapter III Enterpreneurship Intent and Models .......................................................................... 16
Introduction to Entrepreneurial Intent and Models ................................................................... 16
Model of Implementing Entrepreneurial Ideas ......................................................................... 18
Theory of Planned Behavior ..................................................................................................... 18
Model of Entrepreneurial Event................................................................................................ 20
Long-term intentions Vs. Short-term intentions ....................................................................... 21
Recent model of entrepreneurial intention ................................................................................ 21

Chapter IV Current Scenario of Entrepreneurship Education and its Intent ............................... 23
Perspective on Developed Nations ........................................................................................... 23
Perspective on Developing Nations .......................................................................................... 26
Chapter V Current Scenario of Entrepreneurship Education in Nepal ......................................... 29
Entrepreneurial Education History in Nepal: ............................................................................ 29
Present situation and growth: .................................................................................................... 29
CHAPTER VI CONCLUSION AND RECOMMENDATION ................................................... 33
References ..................................................................................................................................... 36
LIST OF TABLES
Table 1: Timeline for Entrepreneurship Education Development in the United States ........ Error!
Bookmark not defined.
LIST OF FIGURES
Figure 1: Theory of Planned Behavior...........................................Error! Bookmark not defined.
Figure 2: Model of Entrepreneurial Event .....................................Error! Bookmark not defined.
Figure 3: Structural model of Entrepreneurial Intention................Error! Bookmark not defined.

ABSTRACT
This paper investigates the concept of Entrepreneurship Education in the context of the world
and Nepal. The background of Entrepreneurial education alongside the importance of it to
various different people, organization and the nation has been explored through review of
various literature on this field. Various models that are used for teaching this course has been
looked into creating framework of pedagogies used all over the world. This paper also looks into
the current situation of Entrepreneurship education in two major context i.e. developed nation
and developing nations. The developed nations are more focused on well-rounded
entrepreneurial education while the developing nations are still raising themselves from the
economic perspective of new venture creation. Nepal’s entrepreneurial education scenario is also
looked upon in this paper with recommendations being provided for both developed and
developing nations with Nepal being grouped together in the developing section.
Keywords: Entrepreneurship, Entrepreneurship Education, Models of Entrepreneurial Education,
Entrepreneurial Intent, Entrepreneurship for Life, Employability and Entrepreneurship for New
Venture Creation
CHAPTER I
INTRODUCTION
Introduction to Entrepreneurship
Entrepreneurship has been the key component of this era’s economy due to maximum
number of small businesses outgrowing and creating a high number of jobs. (Global
Entrepreneurship Week, 2018) An entrepreneur is often defined as someone who creates these
businesses for the need of control, finance and ambition. Gartner (1988) defined
entrepreneurship as ‘the creation of new organizations’. Entrepreneurship is also related to the
creative perspective of the innovator and the ability to identify opportunities (Cunningham et.al,
1991). The definition of entrepreneurship has hence encountered fragmented opinions and
inconsistences. Some researches express that entrepreneurs are often confused with small
business owners and individuals perceiving themselves as entrepreneurs may not really be into
entrepreneurship (Cunningham et.al, 1991). Although people have been inconsistent with the
definitions of entrepreneurship, they often contain similar elements, such opportunity
recognition, nobleness, organizing, creating and risk taking. In recent years, the mobility towards
social entrepreneurship has also been observed.
In Nepal with highest priority on poverty alleviation and employment generation, the
need of entrepreneurship augments with the need of micro enterprises and entrepreneurship to
create more job opportunities. The significance of entrepreneurship has been highlighted and
different universities, incubation centers and accelerator programs are fostering the culture of
entrepreneurship. There has been attempt to encounter students with entrepreneurship
opportunities in universities and colleges, for instance, Nepal School of Entrepreneurship solely
was established to cater the need of entrepreneurial education among this generation.
Entrepreneurship is now a popular college major and the only discipline, with a focus on
studying new venture creation.
Importance of Entrepreneurship
Entrepreneurship and innovation are regarded as an important tool to resolve the global
challenges of the 21st century, to structure the sustainable development, to create new
employment areas, to bring about renewed economic growth, and to enhance welfare. (WEF,
2011). The Department of Trade and Industry, 2002 has acknowledged the strong relationship
between education and economic growth. (Consolidated Resource account, 2001-2) .
Entrepreneurial activity represents a major provider of new jobs and is crucial to competitiveness
and innovations happen when there is conflict and competition among emerging economies. An
entrepreneur conceives the idea of a business enterprise, analyses its prospects, works out the
tentative scheme of organization, brings together the resources like men, materials, machines,
money and managerial ability and starts new enterprise. In a literature review of economic
development, an entrepreneur has been heralded as the innovating man, the path-breaker and the
pace-setter of economic and industrial growth (K.C, 1977).
In an individual level, encouraging people towards entrepreneurship makes them feel of
independent and self-confident, provides knowledge to develop new business opportunities by
broadening horizons which enables them to find alternative career. (Paço, Ferreira, Mário,
Gouveia, & Dinis, 2015).

Emergence of entrepreneurship education
The historical emergence of entrepreneurship education has begun in earnest in the early
1970s (Kuratko, 2005) while the term was coined around 1920’s. Studies indicate that
entrepreneurship can be taught and that education can foster entrepreneurship (Gatewood,
Gartner, Powers, & Shaver, 2003) which has led to a dramatic rise in the number and status of
entrepreneurship programs at colleges and universities (Karimi, Biemans, Lans, Mulder, &
Mohammad, 2012). In fact, successful research universities such as the Massachusetts Institute
of Technology in Cambridge seem to foster entrepreneurial education through entrepreneurial
activities providing a larger scope for job creation. Approximately 4,000 Massachusetts Institute
of Technology-related companies exist till 2003 A.D., with total employment exceeding 1.1
million people and annual sales of $232 billion. If the companies founded by MIT graduates and
faculty formed an independent nation, the companies would make that nation the 24th largest
economy in the world. (Luthje & Franke, 2003).
The idea of fostering entrepreneurship through entrepreneurship education has now
extended globally with the emergence of entrepreneurship courses and activities in universities,
incubator centers and pitching competitions. All in all, the entrepreneurship education is directed
towards encouraging entrepreneurship culture by reinforcing entrepreneurial intent among
individuals.
CHAPTER II
ENTERPRENEURSHIP EDUCATION
Introduction to Entrepreneurship education
Entrepreneurship education is the discipline that provides students with various
knowledge, skills and motivation directed towards entrepreneurial success in a variety of
settings. It basically focuses on the building skills or attributes that assist in the realization of
opportunities. Entrepreneurship education helps people to innovate ideas which are economically
profitable or helps in attaining the efficiency of the management process. Generally, this
education system is fully dedicated to developing young people.
This era has seen increase in number of schools that have entrepreneurship education in
their education system from which they are producing numbers of real businesses. Most famous
business schools such as Northern, MIT, and Stanford are providing entrepreneurship education
through entrepreneurial activities and courses. Many graduate business schools all around the
world are producing large number of new startup. In addition, programs like accelerators,
business incubators, or any programs are conducted worldwide.
Entrepreneurship education is one of the fastest emerging fields of education globally, yet
the areas of “what” should be taught in these programs and “how” to teach them have been met
by lack of both consensus and devoted attention among researchers. Even there is a debate about
whether entrepreneurship can be learned and implemented and whether it is enough to develop
new business organizations. Still, amid these dilemmas, entrepreneurship education is assisting
the creation of new inventions and knowledge and able to link with industry. It contributes for
beginning of mindset changing and providing individuals with basic knowledge as well as
capabilities.
Development of Entrepreneurship Education (EE)
According to Drucker, “It’s not magic, it’s not mysterious, and it has nothing to do with
the genes. It’s a discipline. And, like any discipline, it can be learned”. In the 1980s, various
entrepreneurship education literatures discussed the trend of the increasing number of EE
programs in universities. They discussed about new ventures and small business innovation for
economic growth. Along with time, the focus directed towards the actual process and content of
EE programs. Similarly, there was measuring progress in entrepreneurship education. Moreover,
more recent works take a rigorous look at course content.
Before 1980, there was no given any importance to the research in entrepreneurship and
economists considered large corporations as the most powerful engine of progress. But David
Birch’s report (1979) about the role of entrepreneurship in the creation of new jobs attracted
attention from US Congress, which realized that in order to remain competitive; the US had to
invest in innovation and entrepreneurship.
Today, entrepreneurship education has grown by five folds as compared to 1975. Now
the development of entrepreneurship in business schools can be seen in a timeline which was
published by Morelix (2015).

1975 — Colleges/universities offered around 100 formal majors, minors and certificates
in entrepreneurship. 1.5% of college freshmen report to want to own a business.
1985 — About 250 courses in entrepreneurship. 2000 Colleges and universities are receiving
major endowments for entrepreneurship education. 30% of colleges and universities offer
assistance to students and entrepreneurs.
2003–300 million invested in entrepreneurship education in U.S. colleges
and universities through the Kauffman Campuses Initiative and matching funds, between 2003
and 2013.
2005–3.6% (more than twice as many as in 1975) of college freshmen report to want to own a
business.
2006 — More than 500 majors, minors and certificates.
2008 — More than 5,000 entrepreneurship courses. Over 400,000 students a year take them.
Around 9,000 faculty members teach it.
2011 — Launch of the Thiel Fellowship, which pays 20 aspiring entrepreneurs $100,000 to not
attend college and work on their projects.
2012 — About one-third of business incubators are based at universities.
2013 — As of 2013, several schools require all students to take classes introducing principles
of entrepreneurship. These include institutions as diverse as Arizona State University,
University of Texas El Paso, and College of Wooster.
Such evolution has not only seen in US but all around the globe. Along with time
students’ perception has changed and have attitude like “I am young, have time and I’m willing
to take the risk. We want to innovate and deliver awesome engineering products.” The next step
hence is to create the favorable environment for such students who want to execute real ideas
inside the university. With the increasing high levels of unemployment, the best option can be
creating job opportunities by helping student launch their own businesses. Universities can
collaborate with students to conduct market research, obtain financing, and create viable
businesses.
Scope of EE
In this era of technological evolution, the scope of entrepreneurship is huge worlwide.
With the increasing unemployment and under-employment rate, the need for motivating people
toward opening entrepreneurial businesses is also increasing. Indeed entrepreneurship with being
new and continual innovation and creativity, it is the future of business schools and it should
begin to move into a leadership role.
With the technological change and strong international competition, entrepreneurial
activities are regarded as a driving force for innovation (Drucker, 1999). There is no any limited
scope of entrepreneurship education and with the changing scenario of the industrial world and
necessity of human welfare, the core entrepreneurship education becomes most.
Further, the risk-taking attitude of youth and doing something new to society increases
the scope of the entrepreneurship education. To address present problem of unemployment and
under-employment, emphasis of such education can be the solution of such problem.
The scope of entrepreneurship education is now not only limited within business schools
and has extended to technical schools. Changing concept regarding entrepreneurship has also
been observed among technical students that have influenced them to follow path towards doing
start-up.
People believed that they need huge investment for any entrepreneurial business which
has high risk but now with the changing pattern of entrepreneurial education, without having
huge amount by themselves people can do start-up. Investment can be collected from many ways
nowadays. Due to all these the scope of entrepreneurship education is getting broader.
The scope of entrepreneurship education increases with the focus of government’s
agendas to provide solution for a country’s social and economic problems. Development of
enterprise within a country can create wealth for the country by decreasing unemployment levels
reducing the dependence on welfare and generate tax revenue for the country (Carter & Wilton,
2006).
Governments can take direct policies to promote entrepreneurship within their country
ranging from financial initiatives to educational training (Dana, 2000). Carter and Wilton (2006)
discuss the importance of entrepreneurial education in government policy citing the example that
“just making finance available without the training on its proper management is inadequate”. It
can therefore be seen that there is a growing desire not only for entrepreneurship within a region
but also entrepreneurial education.
Importance of EE
Entrepreneurial education is very important element to determine the entrepreneurial
orientation in individuals. Such learning can be obtained formally or informally. Formal learning
can be positively correlated with entrepreneurship whereas informal learning may depend upon
the role model and reinforcement patterns on the acquisition and maintenance of entrepreneurial
behavior. As a matter of fact, entrepreneurship education needs to gain firm ground to change the
face of the economy. The main objective of entrepreneurship education is to produce productive
and efficient youth, par excellence.

Over the last two decades entrepreneurship has developed as the most potent economic
force the world has ever experienced. Growth in entrepreneurship education and development in
the curriculum have helped in building entrepreneurs and new-venture creation. EE helps
entrepreneurial firms make two indispensable contributions to the market economies. The
characteristics of seeking opportunities, taking risks beyond security, and having the tenacity to
push an idea through to reality combine into a special perspective that permeates entrepreneurs.
The second major source of information about entrepreneurial perspective is direct
observation of practicing entrepreneurs. Through the use of interviews, surveys, and case studies,
the experiences of individual entrepreneurs can be related. An analysis of these experiences can
provide insights into the traits, characteristics, and personalities of individual entrepreneurs and
leads to the discovery of commonalities that would help explain the perspective.
There are many countries that face a number of challenges that can be solved only if it
has innovative, well-educated, and entrepreneurial citizen. These citizens must have the spirit
and inquisitiveness to think in new ways, and the courage to meet and adapt to the challenges
facing them. With a dynamic economy, such citizens will create the jobs that are needed and in
other hand, innovator people will widen their organization where they work. Education is the
main key that shape young people’s attitudes, skills and culture from early age towards
entrepreneurial business world. Entrepreneurship education is essential not only to shape the
mindsets of young people but also to provide the skills and knowledge that are central to
developing an entrepreneurial culture.
For a student, having knowledge of an academic subject is not enough in the present
economic situation. They are required to have skills and abilities that can add up their
employability, such as communication and presentation, handling information, planning and

problem solving and social development and interaction. It is the entrepreneurial education that
provides individuals with the ability to recognize commercial opportunities, self‐esteem,
knowledge and skills to act on them. It guides people to recognize opportunity, commercialize a
concept, manage resource and initiate a business venture.
Moreover, entrepreneurs or the move towards self‐employment is, and will continue to
become more important element of economic growth and development. It is important to have
the infrastructure required to ease entrepreneurial mind-set and inspire self-employment. Having
a culture of the creation of a new enterprise is a critical aspect of this infrastructure, as it will
encourage students to take the risk of starting a business. The purpose of this education is to
describe the design and introduction of the entrepreneurial mindset for engineering and other
technical students.
Due to all these reasons mentioned above, the importance of entrepreneurship education
is increased to next level. In the long run, the economic development of countries becomes
possible from proper management and well execution of the entrepreneurship education system
that contributes to the entrepreneurial intent.

CHAPTER III
ENTERPRENEURSHIP INTENT AND MODELS
Introduction to Entrepreneurial Intent and Models
With the growing emphasis on entrepreneurship education, one of the pivotal factors that
cannot be ignored is the intensity of entrepreneurial intentions among students. It is crucial to
know what drives students towards entrepreneurship education and the identification of the
antecedents of entrepreneurial intentions among students is a must. Entrepreneurship focuses on
identifying opportunities over threats which is concerned with intentions that are the personal
orientations towards self-employment. This depicts the influence entrepreneurial intentions
towards entrepreneurship (Krueger, Reilly, & Carsrud, 2000).
Different models have been well developed to study the entrepreneurship intentions on
issues like whether academic entrepreneurship education or personality factors of students affect
the intentions of students towards entrepreneurship and self-employment (Lüthje & Franke,
2003). A study was carried out to study the entrepreneurial intentions among engineering
students at MIT School of Engineering through the use of covariance structure model (Lüthje &
Franke, 2003). This model employed helped to obtain findings that the perceived contextual
barriers and support factors play important role to impact entrepreneurial intentions among
technical students and these factors should be controlled to intensify the entrepreneurial
intentions (Lüthje & Franke, 2003). Further, another finding depicts that personality factors
among technical students contributed to entrepreneurial convictions such that students with high
risk propensity and internal locus of control can be encouraged towards entrepreneurship
programs to develop entrepreneurial intentions (Lüthje & Franke, 2003).

Likewise, a research carried out at Netherlands explored the impact of students’
personality and participation on their entrepreneurial intentions. The data were taken among
business students of Maastricht University to derive findings on entrepreneurial intentions. The
theory of planned behavior proposed by Icek Ajzen was employed to reach to the findings that
entrepreneurial intentions are affected by two factors of entrepreneurial alertness and the
significance given to financial security (Geldren et.al.,2008). Improvement in entrepreneurial
alertness and reduction of the financial security concerns lead to an enhanced entrepreneurial
intention (Geldren et.al.,2008).
In a recent 2016 article five hypothesis were developed that are supposed to influences
the entrepreneurial intention through entrepreneurship education which included
entrepreneurship curricula, teaching methodologies, University roles, attitudes and stakeholder
support system. The research methodology use was descriptive statistics and Structural Equation
Modeling (SEM). In order to test the direct relationship between entrepreneurship education
variables and entrepreneurial intentions, the researcher used the measurement model
recommended by previous researchers to test the relationships between the observed measures
and their underlying constructs and perform a confirmatory assessment of construct validity. The
result came that attitude towards goal contributed to 64.9% to entrepreneurial intention. (Rengiah
& Sentosa, 2016)
The development of various models has thus facilitated the study of entrepreneurial
intentions. Along with the structure model and theory of planned behavior mentioned above,
other models like model of intentional action, model of implementing entrepreneurial ideas have
been proposed.
Model of Implementing Entrepreneurial Ideas
Bird (1988) has proposed a model called ‘Implementing Entrepreneurial Ideas ‘in which
she highlighted the two dimensions for studying entrepreneurial intentions. Firstly, she stated
that entrepreneurial intentions comprise of both rational and intuitive factors where rational
factors comprise of logic thinking and decision making while intuitive factors include the
intuitive thinking and insights to impact the entrepreneurial intentions. The second dimension
was the difference among individuals’ characteristics and contextual factors that influence their
entrepreneurial intentions.
Theory of Planned Behavior
This theory of planned behavior was developed by Icek Arjen and it focuses that
‘Intentions to perform behaviors of different kinds can be predicted with high accuracy from
attitudes towards the behavior, subjective norms, and perceived behavioral control; and these
intentions, together with perceptions of behavioral control, account for considerable variance in
actual behavior’ ( Arjen, 1991).Entrepreneurship can be observed as a planned behavior that can
be arisen from entrepreneurial intentions. Theory of Planned behavior highlights intentions as the
core nugget and indeed, the motivation to perform certain behaviors. By influencing on the
entrepreneurial intentions, entrepreneurial behavior can be affected and modified. Increase in
intensity of entrepreneurial intentions, according to theory of planned behavior, will lead to
increase in performance of entrepreneurial behavior.

Figure 1: Theory of Planned Behavior

The theory of planned behavior focuses on three factors to influence entrepreneurial
intentions and the actual behavior:
(1) Firstly, the attitude towards entrepreneurship affects the entrepreneurial intentions. Traits
like higher risk propensity, internal locus of control and contextual factors impact on the
attitude and a favorable attitude towards entrepreneurship strengthen the entrepreneurial
intentions.
(2) Next factor is the normative belief that depicts the impact of social pressure from the
environment. Positivism from other individuals, families and society towards
entrepreneurship make entrepreneurial intentions strong.
(3) Finally, the perception of difficulty and complexity towards entrepreneurship affects the
entrepreneurship intentions and unlike the above two factors, this factor of perceived
behavioral control also influences the actual entrepreneurial behavior.

Researchers use theory of planned behavior to study about entrepreneurial intention and
actual behavior. The variance in entrepreneurial behavior can be explained by intentions which is
affected by factors like attitude towards behavior. Researchers add variables like entrepreneurial
conviction in this model of theory of planned behavior to better understand entrepreneurial
intentions (Davidson, 1995).
Model of Entrepreneurial Event
This model of entrepreneurial event was developed by Shapero and Sokot that considers
the interaction of social and cultural factors for understanding entrepreneurial intentions. It
focuses on understanding perceptions to influence entrepreneurial intentions by considering the
following factors:
(1) Perceived Desirability: Perceptions among individuals towards desirability of
entrepreneurship
(2) Perceived Feasibility: Perception of individuals that they can carry out the entrepreneurial
behavior
(3) Propensity to Act upon opportunities
Krueger (1993) enhanced the model of entrepreneurial event by Shapero and included the
importance of self-efficacy to impact entrepreneurial intentions and behavior.

Figure 2: Model of Entrepreneurial Event
The above model depicts the importance of self-efficacy that consider the intensity to which
individuals believe that their capabilities will produce desired effects. Self-efficacy affects
perceived feasibility that is the most important interpreter for understanding entrepreneurial
intentions.
Long-term intentions Vs. Short-term intentions
Reitan (1996) used the combination of theory of planned behavior and model of
entrepreneurial intention and found out that situational variables affect the short-term intentions
to a larger extent than long-term intentions.
Recent model of entrepreneurial intention
The latest model of entrepreneurial intention embraces universities to play important
roles in entrepreneurial intentions. In the structural model of entrepreneurial intention,
universities are included under the perceived support factors such that university fostering
courses and activities on entrepreneurship adds to creating entrepreneurship students. This

inclusion of universities includes not only those offering business courses but also the
universities offering technical courses.
Perceived Perceived
barriers support
Contextual factors
Risk
taking
propensity
Attitude towards Entrepreneurial

entrepreneurship Intent
Internal Endogenous variables
locus
of control
Personality traits
Figure 3: Structural model of Entrepreneurial Intention
Universities by embracing entrepreneurial activities, incubator programs, accelerators and
pitching events can provide perceived support towards entrepreneurial intent while decrease
perceived barriers that students possess towards adopting an entrepreneurial behavior. Lüthje and
Franke (2003) also highlights this significance of universities in providing entrepreneurship
education that can incline students with traits like high propensity to risk, internal locus of
control to develop a positive attitude towards entrepreneurship and hence intensify
entrepreneurial intention.
Thus, above mentioned models provide clue on how intentions direct the behavior of
individuals towards entrepreneurship. Nevertheless, more researches need to be carried out to
know more profoundly about all antecedents of these entrepreneurial intentions such that the
prediction of entrepreneurial behavior becomes more transparent.

CHAPTER IV
CURRENT SCENARIO OF ENTREPRENEURSHIP EDUCATION AND
ITS INTENT
Entrepreneurship Education is the latest innovation in the curriculum system all over the
world. In its short stint in the academic system, entrepreneurship has been aimed at providing
varieties of skills. Hytti’s and Kuopusjarvi’s (2004) study provided two major intents of
entrepreneurship education: Entrepreneurship for Life and Entrepreneurship for New Venture
Creation. Each stream has been said to bear greater importance than another with the main divide
coming in the perspective between academic institution based in developed and developing
nations.
Perspective on Developed Nations
In the developed nations, the problem is, there are undertrained entrepreneurs who are
adept in new venture creation leading to so many start-ups of which around 10% succeed
(Caplan & McFarlane, 1981). There is a well-established program to create nascent
entrepreneurs (Wagner, 2004) but these programs just teach them how to come up with start-ups
but not provide an effective way to engage in other three levels of entrepreneurship i.e. Global,
Organizational and Individual (Aziz, 2008). In a case study about, NICENT, an organization set
up to improve the entrepreneurship education in Northern Ireland, Bridge, Hegarty, & Porter
(2010) stated that there was a lack of focus on the definition of entrepreneurship causing the
education on it to be haphazard. This confusion between Entrepreneurship being linked with
Enterprise, meant the education provided was too much lopsided towards creation of new
ventures. During the study by NICENT, the major problem surrounding entrepreneurs in
developed nation were :

(1) The learners might be savvy in creating new ventures but were lacking in being business
savvy.
(2) The undergraduates of such programs were lacking social capital due to lack of contact
with the actual business world.
(3) The expectations regarding Intellectual Property rights and its use in their entrepreneurial
ventures which was opposing to the global norm.
It was believed that the approach of Entrepreneurship education with the intent on creation of
new ventures was failing the developed nation where there were enough nascent entrepreneurs
but not enough people who were entrepreneurs in every aspect.
Due to aforementioned problem, the entrepreneurship education has shifted its intent
from creation of new venture to entrepreneurship for life. People believed that these ideas
worked well in Science, Education and Technology (STE) and were massively used there.
Slowly, the boundaries expanded towards Arts, Designs and Human life (Bridge, Hegarty, &
Porter, 2010). As, the shift occurred academicians started to see the holes in the system in place
for entrepreneurship education. The education was too much inclined into creation of nascent
entrepreneurs who would lead a self-employed life, they ignored who would be working under
these entrepreneurs to make their dreams into reality. There was a dearth of people willing to
work under someone. Everyone was racing against another to get started up. The education was
divided into opportunity recognition marshalling and commitment of resources which all
signaled the creation of new venture (Kourilsky, 1995). This was ineffective technique to teach
entrepreneurship, as it limited the horizons of it into a list of activities to be followed to startup
rather than its true potential to make change (Brockhaus, 2001). The shift was felt necessary and
the influx of new disciplines into the overarching concept of entrepreneurship led to some
significant changes.
This concept of teaching how a venture is started rather than the entrepreneurial mindset
is derived from the thoughts described by McIntyre and Roche (1999). Here they questioned that
entrepreneurial mindset cannot be taught because it is the fire in the belly not easily defined
under the constraints of theories. Later Peterman and Kennedy (2003) also questioned the impact
of entrepreneurship education on the attitude or intention because there were no clear visible
results. These ideas were driven by the connection between entrepreneurship and enterprise
leading to an economic perspective of the goal of such education i.e. job creation (McIntyre and
Roche, 1999). Let us take the example of Dutch Educational System for entrepreneurship. There
are 16 universities with 14 providing the courses where six have dedicated Chair for
entrepreneurship. Of these, University of Twente, Erasmus University of Rotterdam and
Technical University of Delft providing Temporary Entrepreneurial Position (TOP) for
supporting developing ideas and building it. Here, the priority still lies in the Entrepreneurship
for New Venture Creation, as the basis for study.
There are two models of providing entrepreneurship education, traditional method was
through a single department providing same syllabus for study to all and next was modern
method where each department lead their own syllabus (Pittaway and Hannon, 2007). In the
traditional method, STE was more in focus leading to new venture creation as the predominant
education. But, the shortcoming led to academicians understanding that students required focus
on development of enterprise attributes and competencies rather than start-up (Jaafar & Aziz,
2008). The focus had to shift towards broader approach of creating entrepreneurial mindset that
can be used at any situation rather than just starting up. This prepared students better for life, as it
overlapped between three major skills needed for modern students in: Employability,
Entrepreneurship for New venture creation and Entrepreneurship for Life. (Bridge, Hegarty, &
Porter, 2010) The modern concept, focuses on creating entrepreneurial mindset for each
department which is tailored to their academic major. This is not a subject but a life skill being
taught to everyone and this approach is believed to yield great results in future. There is
importance on creating people fit for entrepreneurial career (Jack & Anderson, 1993). There will
be more well-rounded people capable of handling jobs (Watts, 2006) while being entrepreneurial
in life rather than just stuck to creating new venture with high failure rates.
Finnish Ministry of Education (FME) (2004) and European Commission (2004) have
driven home this new idea of Entrepreneurship for life. They have defined it as “inner
entrepreneurship”. The idea is to create people with enterprising self who are willing to take risks
and initiative, striving towards independence, self-reliance and self-responsibility (Räty and
Snellman, 1998). In Finland, the education is provided from the school system to the university
level. FME defines entrepreneurship as class and gender neutral, inclusive route to employability
which is one of the core idea behind this new perspective of entrepreneurship education.
Perspective on Developing Nations
In terms of the developing nations, the entire perspective behind entrepreneurship is
shifted towards the economic perspective that the western education system is trying to move
away from. The entrepreneurship education is provided with the idea to foster entrepreneurs
(Harion, 2006). The core idea behind this is to reduce unemployment leading to economic
growth which means industrial revolution for which these nations are well behind the developed
nations. The focus is solely on development. The education is lopsided towards number and
quality of entrepreneurs in terms of new venture creation (Matlay, 2005). Studying the developed
nations, the entrepreneur education in developing nations are in nascent stage. They are just
starting to get the grasp of the elaborate definition of entrepreneurship and are still focused in
new venture creation rather than inner entrepreneurship.
This is quite evident in the Indian situation of Entrepreneurship education. In the analysis
of Top 10 business colleges in India, nine provide entrepreneurship as a course of which eight
are providing it as an elective course for final year student. There is 15% chance that a student
will choose this as a major when they go for post graduate diploma in management. This number
increases to 35% when we just incorporate top-colleges. (Basu, 2014) This is quite a low number
which signals that people are avoiding this because it is something new to them. In India, there
are many E-cells present, yet the education provided is not satisfactory (Mutsuddi, 2012).
Bhardwaj and Sushil (2012) state that this unsatisfactory numbers in entrepreneurship education
and intent of students to take such courses is due to the short-term focused nature of the courses
mainly focused on new venture creation. The only way students are exposed to the
Entrepreneurship for life aspect of this academia is if the faculty manage to incorporate such in
the courses provided because the structure and content is derived by them.
Shankar (2012) has derived these six major obstacles present in current entrepreneurial
education in India which sums up the problems faced by all the developing nations:
(1) Lack of institutionalization
(2) Lack of indigenous experience
(3) Lack of trained teachers
(4) Short-term focus on results
(5) Limitations with pedagogy
(6) Subject not considered as core

There is general agreement that effectiveness of entrepreneurship education is driven type and
design of such education and is defined by materials and modes of providing it (Arthur et al.,
2012). The basic idea is to create the right culture for growth and development of emerging
economies (Toud and Javalgi, 2007) which is something developing nations are lacking in. They
have created education solely focused on intent to create a new venture regardless of the soft and
personal (Johanission, 1992) associated to entrepreneurship. They are still stuck in the
positivistic (Outhwaite, 1986) meaning the economic perspective and the creation of new venture
due to their burning need to build up their economy. The design of the courses are mainly
focused on the ends (Cicero) not the means (Locke) leading to requirement for development
towards creating a course catering to the new issues of creating mindset rather than teaching just
the basics of venture creation.

CHAPTER V
CURRENT SCENARIO OF ENTREPRENEURSHIP EDUCATION IN
NEPAL
Entrepreneurial Education History in Nepal:
Since, Nepal adopted a system of mixed economy, private and government sectors have
been performing entrepreneurship function. Moreover, in a capitalist system of economy, private
entrepreneurs have been actually playing dominant role in all sectors of economy mainly
industry, trade and commerce. We have examples of different business houses at present being
built onto the entrepreneurial mindset and culture within their family like Jyoti group, Chaudhary
group etc. So, existence of entrepreneurial education had been there within some families
delivered through experiential learning and guidance.
Present situation and growth:
The most talked about thing with regards to entrepreneurial education in Nepal as well is
that, whether someone could be taught to be an entrepreneur as most see entrepreneurial qualities
as something that are intrinsic or something that one gains through years of real world
experience just like how it handed down from generations within certain business families as
discussed earlier.
In midst of these school of thoughts, formal entrepreneurship education in the graduate
level have been started as being offered at universities and colleges like, Kathmandu University
School of Management, Kings’ College, Presidential Business School and Nepal School of
Entrepreneurship (NSE), which is inspired from the KAOSPILOT, a hybrid business and design
school in Germany. Also, KUSOM Idea Studio Incubation center, which is Nepal’s first
innovative platform to turn promising ideas into practical business solutions to the social
problems faced in local communities, was handed over to KUSOM by UNICEF, as part of their
Idea Studio initiative to provide an environment where experts from academia, private, technical
and development sectors could come together to work on transforming raw ideas into socially
conscious business ventures.
As entrepreneurship education is dynamic subject, a stand-alone structure of formal
education wouldn’t be effective being limited resources and less practical exposure. So, we can
see lots of collaborations with entrepreneurship facilitators so as to help simulate and breed the
entrepreneurial qualities even through formal education platforms. Such collaborations have
taken various forms entrepreneurship centers, college incubators or accelerator programs. Many
forums, associations have been sprouting for creating a community of people with
entrepreneurial mindset like, NEHUB (Nepal Entrepreneurs’ Hub), which is now a registered not
for profit organization started just in 2015, with its vision to be an apex organization to develop
and promote entrepreneurship to make Nepal an economically empowered nation through its
mission to nurture, support and accelerate startup community by organizing events, providing
coaching and funding opportunities. In addition to it, BUCSBIN (Building University Capacity
to Support Business Incubation in Nepal), a three year project developed in consortium of
KUSOM and other colleges of Nepal with Finland (OAMK labs), Idea Studio have been
launched on August 17,2017 to increase university capacity for developing entrepreneurship
education and business incubation programming and to share knowledge and experience gained
through award winning incubator programs like Omak LABs, of Oulu university of applied
Science.
So, with the increasing number of enrollments of students onto the formal education
degree, increasing participation of idea creators onto different events associated to pre-
accelerator, accelerator, pre-incubation and incubation programs and events being organized
national wide, and growing community of institutions, people to provide entrepreneurial
facilities like, NEHUB, NYEF, we can observe the growing intentions of Nepalese students
willing to take the formal course of entrepreneurial education.
Nepal government aims to move out of Least Developed Country status by 2022 and
become a lower middle-income country by 2030. Nepal government has commitment to achieve
the Sustainable Development Goals which has one element stressing on vocational training and
lifelong learning – goal 4. So, ministry of education has brought some positive reforms in
education system by including vocational training programs from the very beginning of student’s
learning period. It's a milestone for developing entrepreneurial culture and mindset because just
like china was able to achieve rapid economic development through improved technical and
vocational education making their labor force highly skilled (World Bank 2015), Nepal could
also venture into the same path where every people would be skilled enough to start their own
venture and be involved in entrepreneurial activities. Taking reference to MOE’s website
(Ministry of Educaiton, Nepal Government 2017) of Education figures of 2016, enrolment
capacity in Diploma/PCL programs, 2073 is 17,618 quotas for students under different programs
of medicine, engineering etc. Under production capacity of TSLC program for entrepreneurship
development, there are total 4 institutions with capacity of 160 quotas. Also, CTEVT has
developed extensive vocational training programs especially on mushroom production, vegetable
production, gardening, cooking/baking, bee keeping and many others leading to entrepreneurial
ventures. Hence, we find tremendous growth for the need of entrepreneurial education in Nepal
and it has got tremendous scope to work on in a developing country like Nepal.
CHAPTER VI
CONCLUSION AND RECOMMENDATION
Fostering entrepreneurship has been a highlighted concern worldwide as entrepreneurship
opens opportunities for job creation and in the long run, economic development for countries.
Individuals, mostly students, are now interested in building up their own ideas and creating new
ventures such that the outcome is self-employment. In such instance, universities, including
business and technical schools, are now adopting entrepreneurship education by introducing
entrepreneurial courses and activities. Incubators, accelerators and pitching programs are further
adding to this purpose of reinforcing entrepreneurial culture.
Entrepreneurship education adds to the contextual factors such that individuals with
personality traits such as high-risk propensity, internal locus of control, if provided with
entrepreneurship education, are directed by entrepreneurial intentions that ultimately guides
towards entrepreneurial behavior. Universities in developed as well as developing countries are
embracing efforts to provide entrepreneurship education through effective ways in order to
develop, modify or reinforce entrepreneurial intentions among student. This trend of fostering
entrepreneurship education has also been observed in Nepal which has accelerated in the recent
times.
Through various literatures reviewed and the observations made on the Entrepreneurship
Education in the context of Global scenario taking reference of developed and developing
nations and Nepal, we have come up with the following recommendations:
(1) The major recommendation is for all the academia to provide an education that is well
rounded that involves Entrepreneurship for Life, Employability and Entrepreneurship for
Creation of New Venture. The focus needs to upon creation of Entrepreneurial Mindset
i.e. development of enterprise attribute and competencies.
(2) There should be movement from the economic aspect for the definition of
entrepreneurship in academics which includes the personal and soft skills aspects.
(3) Entrepreneurial Mindset creation should incorporate change in the taboo nature of taking
risks and initiative by connecting it to independence, self-reliance and self-responsibility.
(4) Developing Nations has a lot to do when it comes to development of the entrepreneurial
education:
a. Focus on creating the right culture by providing resources to the faculties to create
syllabus that will have various aspects of entrepreneurship which developed
nations are aiming at.
b. Do not jump straight into western model, try to understand the prevailing socio-
cultural aspects and develop theories from actual events. Entrepreneurship is
enigma with event being unique and idiosyncratic and the education needs to be
the crystallization of such variables rather than direct copy.
c. Bring a long-term perspective of education which means changing the attitude
rather than forcing new beliefs.
d. Entrepreneurship education needs to be a core subject rather than elective in
majority of the university with slow and steady move towards entrepreneurial
mindset creation from the school level.
e. Finally, teachers should be provided proper training in pedagogies relating to
techniques for communicating the entrepreneurial intent.

(5) Finally, it is up to everyone to enforce the idea that failure in entrepreneurship is just a
stepping stone not something which could entice the feeling of taboo. The mindset should
be built around entrepreneurial career fit rather than just creating a new venture which
moves the focus from failure to learning.

REFERENCES
Arthur, S. J., Hisrich, R. D., & Cabrera, Á. 2012. The Importance of Education
in the Entrepreneurial Process: A World View. Journal of Small Business and Enterprise
Development, 19(3): 500-514.
http://dx.doi.org/10.1108/14626001211250180
Ajzen, I. (1991). Theory of planned behaviour. Organizational Behaviour and Human Decision
Processes, 50, 179-211.Retrieved from
https://s3.amazonaws.com/academia.edu.documents/32876859/Ajzen_1991_The_theory_
of_planned_behavior.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires
=1523469410&Signature=%2BYwVv8lIJoKBenN8tHALVj61g74%3D&response-
content-
disposition=inline%3B%20filename%3DAjzen_1991_The_theory_of_planned_behavio.
pdf
Aziz, M. J. (2008). Entrepreneurship education in developing country: Exploration on its
necessity in the construction programme. Journal of Engineering, Design and
Technology, 178-189.
Basu, R. (2014). Entrepreneurship Education in India: A Critical Assessment and a Proposed
Framework. Technology Innovation Management Review, 5-10.
Birch, D. G. (1979). The Job Generation Process. Illinois: University of Illinois at Urbana-
Champaign's Academy for Entrepreneurial Leadership Historical Research Reference in
Entrepreneurship.
Bird, B. (1988). Implementing entrepreneurial ideas: the case for intention. Academy of
Management Review 13, (3), 442-453.
Bridge, S., Hegarty, C., & Porter, S. (2010). Rediscovering enterprise : developing appropriate
university entrepreneurship education. Education + Training, 722-734.
Caplan, C. B., & McFarlane, C. (1981). A Special Issue on Entrepreneurship Education. Journal
of Career Education, 84-85.
Carter, S., & Wilton, W. (2006). Don't blame the entrepreneur, blame government: the centrality
of the government in enterprise development; lessons from enterprise failure in
Zimbabwe. Journal of Enterprising Culture, 65-84.
(2001-2). Consolidated Resource account. London: Department of Trade and Industry.
Dana, L. P. (2000). Creating entrepreneurs in India. Journal of Small Business Management, 86-
91.
Davidson, P. (1995). Determinants of entrepreneurial intentions. Paper presented at the RENT
IX Workshop in Entrepreneurship Research, November 23-24, Piacenza, Italy.
Drucker, P. (1999). Innovation and entrepreneurship.
Gatewood, J. E., Gartner, W. B., Powers, J. B., & Shaver, K. (2003). Entrepreneurial
Expectancy, Task Effort, and Performance.
Gelderen M.V., Brand M., Praag M.V., Bodewes W., Poutsma E. & Gils A.V. (2008).
Explaining entrepreneurial intentions by means of the theory of planned behaviour.
Career Development International,13 (6), pp.538-559,
https://doi.org/10.1108/13620430810901688
Global Entrepreneurship Network. (2018, november). Retrieved from Global Entrepreneurship
Network: https://genglobal.org/gew
Jaafar, M., & Aziz, A. R. (2008). Entrepreneurship education in developing country: Exploration
on its necessity in the construction programme. Journal of Engineering, Design and
Technology, 178-189.
Jack, S. L., & Anderson, A. R. (1993). Entrepreneurship education within the enterprise culture:
Producing reflective practitioners. International Journal of Entrepreneurial Behaviour &
Research, 1355-2554.
K.C, F. B. (1977). ENTREPRENURES IN NEPAL: an empirical study. Kathmandu: Nepal
commerce campus, TU.
Karimi, S., Biemans, H. J., Lans, T., Mulder, M., & Mohammad. (2012). The Role of
Entrepreneurship Education in Developing Students’ Entrepreneurial Intentions. SSRN
Electronic Journal, 4-7.
Komulainen, K., Korhonen, M., & Räty, H. (2009). Risk-taking abilities for everyone? Finnish
entrepreneurship education and the enterprising selves imagined by pupils. Gender and
Education, 631-649.
Krueger, N.F. (1993). The impact of prior entrepreneurial exposure on perceptions of new
venture feasibility and desirability. Entrepreneurship Theory & Practice, 5, 5-21.
Krueger, N.F. Jr., Reilly, M.D., & Carsrud, A.L. (2000). Competing models of entrepreneurial
intentions. Journal of Business Venturing, 15, 411-432.

Kuratko, D. F. (2005). The Emergence of Entrepreneurship Education: Development, Trends,
and Challenges. Entrepreneurship Theory and Practice , 29(5), 577-597.
Lüthje, C., & Franke, N. (2003). The “making” of an entrepreneur: testing a model of
entrepreneurial intent among engineering students at MIT. R&D Management, 33, (2),
135-147.
McIntyre, J.R., & Roche, M. (1999). University education for entrepreneurs in the United
States:a critical and retrospective analysis of trends in the 1990s. Atlanta, USA: Georgia
Institute of Technology. Retrieved August 11, 2004, from the World Wide Web:
Ministry of Educaiton, Nepal Government. (2017, 3 20). Nepal Education in Figure 2016.
Retrieved 04 11, 2018, from Government of Nepal, Ministry of Education:
http://moe.gov.np/article/711/nepal-education-in-figure-2016.html
Morelix, A. (2015, October 29). The Evolution of Entrepreneurship on College Campuses.
Retrieved from Kauffman Foundation:
https://www.kauffman.org/blogs/growthology/2015/10/the-evolution-of-
entrepreneurship-on-college-campuses
Mutsuddi, I. 2012. Relevance of Entrepreneurship Cells in Technical Institutes and Business
Schools. The IUP Journal of Entrepreneurship Development, 9(3): 58-71.
Paço, A. d., Ferreira, J. M., Mário, R., Gouveia, R. R., & Dinis, A. (2015). Entrepreneurial
Intentions: Is Education Enough? International Entrepreneurship and Management
Journal, 11(1), 55-75.
Peterman, N.E., & Kennedy, J. (2003). Enterprise education: influencing students’ perceptions of
entrepreneurship. Entrepreneurship: Theory & Practice, 28, (2), 129-145.

Pittaway, L. and Hannon, P. (2007), “Institutional strategies for developing enterprise
education”, paper presented at the ISBE 30th National Conference, November.
Outhwaite, W. (1986), Understanding Social Life: the Method Called Verstehen, The Beacon
Press, Lewes.
Reitan, B. (1997). Where do we learn that entrepreneurship is feasible, desirable and/or
profitable? A look at the processes leading to entrepreneurial potential. Retrieved
August 1, 2004, from the World Wide Web:
http://www.usasbe.org/knowledge/proceedings/1997/P009Reitan.PDF
Räty, H., and L. Snellman. 1998. Social representations of educability. Social Psychology of
Education 1: 359–73.
Rengiah, P., & Sentosa, I. (2016). THE EFFECTIVENESS OF ENTREPRENEURSHIP
EDUCATION IN DEVELOPING ENTREPRENEURIAL INTENTIONS AMONG
MALAYSIAN UNIVERSITY STUDENTS. European Journal of Business and Social
Sciences, 5, 30-43.
Shapero, A. (1975). The displaced, uncomfortable entrepreneur. Psychology Today, 9, 83-88.
Todd, P. R., & Javalgi, R. R. G. 2007. Internationalization of SMEs in India: Fostering
Entrepreneurship by Leveraging Information Technology. International Journal of
Emerging Markets, 2(2): 166-180.
http://dx.doi.org/10.1108/17468800710739234
Venkatachalam, V. B., & Waqif, A. 2005. Outlook on Integrating Entrepreneurship in
Management Education in India. Decision (0304-0941), 32(2): 57.

Wagner, J. (2004), “What a difference a Y makes-female and male nascent entrepreneurs
in Germany”, IZA Discussion Paper No. 1134, Institute for the Study of Labour, Bonn,
May.
Watts, A.G. (2006), Career Development Learning and Employability, The Higher Education
Academy, York.
WEF. (2011, March). Educating the Next Wave of Entrepreneurs. World Economic Forum.
Retrieved from www.weforum.org/reports/educating-next-wave-entrepreneurs:
https://www.weforum.org/reports/educating-next-wave-entrepreneurs
WestAction. (n.d.). Retrieved from http://www.westaction.org/
World Bank. (2015, 09 14). China: Improving Technical and Vocational Education to Meet the
Demand for High-Skilled Workers. Retrieved 04 12, 2018, from worldbank.org:
http://www.worldbank.org/en/results/2015/09/14/china-improving-technical-and-
vocational-education-to-meet-the-demand-for-high-skilled-workers

The Significance of Entrepreneurship Education and Its Intent

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

The Significance of Entrepreneurship Education and Its Intent

Enviado por

Direitos autorais:

Formatos disponíveis

Running Head: THE SIGNIFICANCE OF ENTREPRENEURSHIP EDUCATION AND ITS INTENT 1

The Significance of Entrepreneurship Education and its Intent

Bijay Chalise (17306), Hannah Gurung (17312), Uttam Rai (17324),

Sajan Thapa (17336), Anu Maity Shakya (17328)

Kathmandu University School of Management (KUSOM)

12th April 2018

Submitted for partial fulfillment of Masters on Business Administration (MBA)

List of Tables .................................................................................................................................. 4

List of Figures ................................................................................................................................. 4

Chapter I Introduction ..................................................................................................................... 6

Introduction to Entrepreneurship ................................................................................................ 6

Importance of Entrepreneurship ................................................................................................. 7

Emergence of entrepreneurship education .................................................................................. 8

Chapter II Enterpreneurship Education .......................................................................................... 9

Introduction to Entrepreneurship education................................................................................ 9

Development of Entrepreneurship Education (EE) .................................................................. 10

Chapter III Enterpreneurship Intent and Models .......................................................................... 16

Introduction to Entrepreneurial Intent and Models ................................................................... 16

Model of Implementing Entrepreneurial Ideas ......................................................................... 18

Theory of Planned Behavior ..................................................................................................... 18

Model of Entrepreneurial Event................................................................................................ 20

Long-term intentions Vs. Short-term intentions ....................................................................... 21

Recent model of entrepreneurial intention ................................................................................ 21

Chapter IV Current Scenario of Entrepreneurship Education and its Intent ............................... 23

Perspective on Developed Nations ........................................................................................... 23

Perspective on Developing Nations .......................................................................................... 26

Chapter V Current Scenario of Entrepreneurship Education in Nepal ......................................... 29

Entrepreneurial Education History in Nepal: ............................................................................ 29

Present situation and growth: .................................................................................................... 29

CHAPTER VI CONCLUSION AND RECOMMENDATION ................................................... 33

Bookmark not defined.

Figure 1: Theory of Planned Behavior...........................................Error! Bookmark not defined.

Figure 2: Model of Entrepreneurial Event .....................................Error! Bookmark not defined.

Figure 3: Structural model of Entrepreneurial Intention................Error! Bookmark not defined.

and Nepal. The background of Entrepreneurial education alongside the importance of it to

Keywords: Entrepreneurship, Entrepreneurship Education, Models of Entrepreneurial Education,

entrepreneurship as ‘the creation of new organizations’. Entrepreneurship is also related to the

definitions of entrepreneurship, they often contain similar elements, such opportunity

social entrepreneurship has also been observed.

entrepreneurship. There has been attempt to encounter students with entrepreneurship

studying new venture creation.

between education and economic growth. (Consolidated Resource account, 2001-2) .

pace-setter of economic and industrial growth (K.C, 1977).

In an individual level, encouraging people towards entrepreneurship makes them feel of

independent and self-confident, provides knowledge to develop new business opportunities by

Gouveia, & Dinis, 2015).

Emergence of entrepreneurship education

of Technology in Cambridge seem to foster entrepreneurial education through entrepreneurial

economy in the world. (Luthje & Franke, 2003).

The idea of fostering entrepreneurship through entrepreneurship education has now

towards encouraging entrepreneurship culture by reinforcing entrepreneurial intent among

Introduction to Entrepreneurship education

Entrepreneurship education is the discipline that provides students with various

knowledge, skills and motivation directed towards entrepreneurial success in a variety of

education system is fully dedicated to developing young people.

business incubators, or any programs are conducted worldwide.

Development of Entrepreneurship Education (EE)

entrepreneurship education literatures discussed the trend of the increasing number of EE

EE programs. Similarly, there was measuring progress in entrepreneurship education. Moreover,

more recent works take a rigorous look at course content.

invest in innovation and entrepreneurship.

published by Morelix (2015).

1975 — Colleges/universities offered around 100 formal majors, minors and certificates

in entrepreneurship. 1.5% of college freshmen report to want to own a business.