Enhancing Entrepreneurial Course at University

BUSINESS CASE RESEARCH: ENHNACING ENTREPRENEURIAL COURSE AT UNIVERSITY
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1.0 Executive Summary
In the present study, the researcher aimed to ascertain the efficacy of business courses in fostering entrepreneurial aspirations among students and to identify the factors that contribute to this relationship. Forty-eight students were recruited for the study, and survey questionnaires were used to collect data. Multiple regression analyses of the data revealed that gender and prior exposure to entrepreneurship substantially influenced students' entrepreneurial intentions. These results underscore the need for educational institutions to consider these factors in their entrepreneurship education and to implement strategies that foster an inclusive environment and provide students with opportunities to engage in real-world entrepreneurship. Universities can improve the efficacy of their business courses in promoting entrepreneurial aspirations and preparing students for success in entrepreneurship if they take this action.
Table of Contents 1.0 Executive Summary. 2 2.0 Introduction. 4 2.1 Literature Review.. 4 2.3 Research Question and Objectives. 6 3.0 Methods. 6 3.1 Strategy. 7 3.1.1 Sampling. 7 2.1.2 Data Collection. 7 2.1.3 Data Analysis. 7 2.2 Answering the Research Questions. 8 4.0 Research Analysis. 8 4.1 Demographics. 8 3.2 Regression Analysis. 10 3.3 Use of Business Theory/Literature. 11 5.0 Conclusion. 12 5.1 Summary of Findings. 12 5.2 Objectives and Lessons Learned. 12 References. 14
2.0 Introduction
Entrepreneurs operate in a corporate landscape that is constantly shifting. Educational institutions must find new ways to adapt the courses delivered to adequately prepare students for success in a continuously moving environment. The importance of business education in forming entrepreneurs cannot be overstated, given the pivotal role that entrepreneurship plays in economic expansion and technological advancement. The present business case study investigates whether the business classes taught on campus successfully inspire students to pursue entrepreneurial endeavors. The university can improve the quality of the curriculum it offers prospective business owners if it first determines whether there is a requirement to change these classes.
2.1 Literature Review
The link between entrepreneurial intentions in students and business courses has been a topic of interest in entrepreneurship education literature. Several studies have explored this relationship, highlighting the impact of entrepreneurship education on students' intentions to engage in entrepreneurial activities. A growing body of research emphasizes the importance of entrepreneurship education in fostering entrepreneurial intentions and shaping students' future career choices (Jena 2020; Karimi et al. 2016). These studies suggest that entrepreneurship education equips students with the knowledge, skills, and attitudes necessary to pursue entrepreneurial ventures and contribute to the development of an entrepreneurial mindset. In the studies, the researchers found that students enrolled in business courses were more likely to engage in entrepreneurial pursuits than students pursuing other courses.
The success of business courses in generating entrepreneurial intents, on the other hand, may differ based on content, teaching techniques, and learning environment. According to Hockerts (2018), the pedagogical option of experiential learning, problem-based learning, or case studies in entrepreneurial and business courses critically impacts molding students' entrepreneurial intents. The study discovered that using experiential learning as a fundamental pedagogical strategy was critical to the efficacy of entrepreneurship courses. Similarly, Lackéus and Williams Middleton (2018) stressed the necessity of including real-world experiences, interdisciplinary cooperation, and industry interaction in entrepreneurship education to nurture students' entrepreneurial ambitions. They discovered that real-world experiences mediated learners' growth of self-efficacy. According to both research studies, a complete, hands-on approach to entrepreneurship education beyond typical lecture-based teaching strengthens the link between business courses and students' entrepreneurial intents.
In addition to the content, teaching methods, and learning environment of business courses, there are other factors beyond the control of the university that may influence students' entrepreneurial intentions. These external factors can include socialization factors (Karimi et al. 2014), family background (Lindquist et al. 2016), and prior exposure to entrepreneurial role models (Nguyen 2018). Socio-cultural factors, such as societal attitudes towards entrepreneurship, availability of resources, and support networks, can shape students' perceptions of entrepreneurship and their willingness to pursue entrepreneurial ventures (Sasu and Sasu 2015). Family background, especially in terms of parents' occupation and support for entrepreneurial activities, can also play a significant role in shaping students' entrepreneurial intentions (Lee, Cortes, and Joo 2021). Furthermore, exposure to entrepreneurial role models, such as successful entrepreneurs or mentors, can inspire students and enhance their self-efficacy in pursuing entrepreneurial activities (Göksel and Aydintan 2011). Recognizing the influence of these external factors is crucial for understanding the complex relationship between business courses and students' entrepreneurial intentions, as well as for developing holistic strategies to foster entrepreneurship within the broader ecosystem.
2.3 Research Question and Objectives
The goal of the current business case is to provide the faculty of business with data that it can use to enhance the quality of courses delivered to learners. Thus, the research question shall be: How do gender, year of study, entrepreneurial exposure, and ratings of business courses at the university influence students' entrepreneurial intentions? The research objectives of the current study will be:
1 To examine the relationship between students' gender and their entrepreneurial intentions.
2 To investigate the impact of students' years of study on their entrepreneurial intentions.
3 To assess the influence of prior entrepreneurial exposure on students' entrepreneurial intentions.
4 To determine the effect of students' ratings of business courses on their entrepreneurial intentions.
5 To provide recommendations for improving the effectiveness of business courses in fostering entrepreneurial intentions among students.
3.0 Methods
To investigate the effectiveness of business courses in cultivating entrepreneurial intentions among students, the study adopted a quantitative research approach, employing a cross-sectional design and using multiple regression analysis to examine the relationships between several predictor variables and entrepreneurial intentions. Cross-sectional research design was the ideal methodology given its ease of implementation and the minimal costs associated with the design.
3.1 Strategy
3.1.1 Sampling
The study population consisted of students currently enrolled in business courses at the university. A stratified random sampling method was employed to ensure representation from various academic years and business courses. The use of a stratified random sampling approach further minimized potential biases by making sure that the sampling was random and provided an accurate representation of the student in the university.
2.1.2 Data Collection
A close-ended questionnaire was developed to collect data from the sample population. The questionnaire included sections on demographic information, year of study, prior exposure to entrepreneurship, entrepreneurial intentions, and perceptions of the business courses taken. The questionnaire was distributed through an online survey platform, and responses were collected anonymously.
2.1.3 Data Analysis
Descriptive and inferential statistics were used to analyze the data. Descriptive statistics summarized the data and provided insights into overall trends, while inferential statistics, specifically multiple regression analysis, were employed to establish relationships between the predictor variables (gender, year of study, entrepreneurial exposure, and course ratings) and the dependent variable, entrepreneurial intentions.
2.2 Answering the Research Questions
The researcher proceeded through four phases to answer the research question and meet the study objectives. First, the researcher conducted a multiple regression analysis to evaluate how students' business education influences their inclination to form their firms after the collection of data. This was accomplished b...