The journal Entrepreneurship Education recently published five articles in https://doi.org/10.1007/s41959-021-00061-9

A bibliometric analysis on the landscape of entrepreneurship education in higher education (2001–2020)

Nian Wan & Xinlei Lv

New firms are highly critical to the prosperity of regional economies, so that entrepreneurship has been emphasized by stakeholders to contribute to local development. Universities are critical in this process with the provision of entrepreneurship education (EE) courses. However, the general picture EE in higher education has not been probed into. This paper aims to analyze EE in higher education (EEHE) with a bibliometrics method, to find out the major research forces (authors, institutions, and countries/territories), collaborations between forces, heated topics, and the evolution of research themes. This article concludes that a core academic circle in EEHE has not yet been formed and is likely to be influenced by researchers working on similar fields. The USA and the UK are the most influential and productive academic centres in EEHE. Emerging academic powers like China and South Africa are progressing in the number of published articles, yet remain restrictedly recognized according to the ranking of citations. Research on entrepreneurial intentions (EI) and self-efficacy has long been explored to detect effectiveness of EE courses, and this study presumes that the borrowing of more psychological theories could be a potential boost in this research area. Eco-system and female entrepreneurship are important rising topics in recent years, and this paper suggests that future studies could assist potential women entrepreneurs in universities and broaden the research subjects to other disadvantaged groups like the poor and the disabled in HEIs.

https://doi.org/10.1007/s41959-021-00062-8

The effect of maker and entrepreneurial education on self-efficacy and creativity

Elisabeth Unterfrauner, Christian Voigt & Margit Hofer

Makerspaces and the availability of digital maker tools offer opportunities to create with their hands. Makerspaces and making have increasingly found their ways into institutions of formal and informal education but have yet not been explored in entrepreneurship education. Maker education holds the premise that learners work in a self-regulated and interdisciplinary way and develop a mind-set that enhances their self-organisation and self-efficacy. In the context of a European project, an educational programme, which combined maker and entrepreneurial education for fostering entrepreneurial thinking, skills and attitudes, was developed. This paper aims to understand and evaluate the direct effect of this maker educational programme on the development of non-cognitive (entrepreneurial) skills and attitudes, i.e. in relation to self-efficacy and creativity, as core elements of an “entrepreneurial spirit”. A creativity drawing test as well as a self-efficacy questionnaire were used to evaluate the maker educational programme and to measure individual effects on study participants. The analysis of the results shows a positive effect at the individual level in both creativity and self-efficacy when taking age and gender differences into account. A better understanding of the relationship between age as well as location specific settings and the resulting benefits in creativity and self-efficacy would be a worthwhile follow up research.

https://doi.org/10.1007/s41959-021-00060-w

Determinants of entrepreneurial intention among students of management stream in the Kingdom of Saudi Arabia

Hashem Abdullah Alnemer

This paper aims at examining the factor affecting the entrepreneurial intentions among the students in the Kingdom of Saudi Arabia based on a primary survey of 300 undergraduate and postgraduate management students. This primary survey comprises questions on entrepreneurial attitude, subjective norms, entrepreneurship self-efficacy, entrepreneurial knowledge, entrepreneurial curriculum/teaching, and entrepreneurial intention. Factor analysis extracted six factors, which explained 69.4 per cent of the variance. Regression results revealed that entrepreneurial attitude, entrepreneurship self-efficacy, entrepreneurial knowledge, and entrepreneurial curriculum/teaching are the major determinants of entrepreneurial intention among the surveyed students. This study provides an in-depth understanding of determinants of entrepreneurial intention among the students, which may help in designing an effective teaching–learning framework. This would also be useful in developing an entrepreneurial ecosystem among youth for achieving the Saudi Government’s Vision 2030.

https://doi.org/10.1007/s41959-021-00058-4

Entrepreneurship education at universities: learning from twenty European cases, by Christine K. Volkmann and David B. Audretsch

Wenjie Liu

Throughout Europe, entrepreneurship education in higher education institutions has achieved great progress. This recently published book Entrepreneurship education at universities: learning from twenty European cases edited by Christine K. Volkmann and David B. Audretsch could give us valuable experiences on how European universities find their own ways of being entrepreneurial. It collects 20 cases of higher education institutions across Europe based on three key criteria, presenting the status quo and characteristics of entrepreneurship education in European higher education institutions. The findings show that entrepreneurship education is being carried out effectively, not only in top universities, but also in other lesser-known universities.

https://doi.org/10.1007/s41959-021-00056-6

We sincerely invite researchers and practitioners in the field of entrepreneurship education to submit to our journal.

Electronic ISSN:2520-8152, Print ISSN:2520-8144.

For more information, please contact:

Associate Editor:

Hao Ni, nh@zju.edu.cn

Assistant Editor:

Nian Wan, 470396996@qq.com

By Nian WAN