MINAT MAHASISWA DALAM BERWIRAUSAHA

Entrepreneurship education (EE) is a crucial link to promoting college students' entrepreneurship, which reduces unemployment, economic development, and poverty. Based on a sample of Chinese college students, this study uses a logistic model to investigate the effect of EE on entrepreneurial intention (EI). It focuses on evaluating the impact of EE on the EI of different groups of college students from the perspectives of gender, household registration, school type, and poverty status. Benchmark regression results show that EE has a significant positive impact on the EI of students. The heterogeneity analysis has the following findings. First, EE has a more significant impact on women's EI, which can reduce the entrepreneurial gap between women and men. Second, EE is more effective in improving the EI of urban students, which will further widen the gap between urban and rural students in entrepreneurship. Third, EE has increased the EI of students from private universities, which represent application-oriented universities. This shows that public universities, which represent research-oriented universities, need to increase the training of talent in practical applications to narrow the gap with private universities in entrepreneurship. Fourth, after receiving EE, the EI of nonpoor students improved more than that of poor students. Equal EE increases the gap between poor and nonpoor students, which can easily lead to an intergenerational cycle of poverty in entrepreneurship. This study provides empirical evidence from college students' entrepreneurship in relatively underdeveloped western China, which supports the development of EE and entrepreneurial activities.

Objectives: Entrepreneurship education serves as a key driver within the entrepreneurial ecosystem, equipping individuals with the essential knowledge, skills, and resources to fuel job creation and economic expansion. Recognizing this vital role, this study aims to delve into the intricate relationship between entrepreneurship education and the cultivation of entrepreneurial intentions within the context of Turkish universities. Specifically, it focuses on the distinct yet interrelated functions of lecturers, course content, and university policies in shaping students' aspirations for entrepreneurship. Design/methodology/approach: The foundation of this study is rooted in Resource-Based Theory, which emphasizes the pivotal significance of resources, skills, and capabilities in fostering competitive advantage. Building upon this theoretical framework, this study takes on human capital as a resource and adopts a quantitative approach to unravel the multifaceted dynamics between entrepreneurship education and students' entrepreneurial intentions. An extensive online survey is conducted among a diverse group of students from various Turkish universities. Hierarchical regression analysis is employed to unveil the individual roles of lecturers, course content, and university policies in nurturing students' entrepreneurial intentions. Results: Empirical evidence highlights the substantial influence of entrepreneurship education on students' entrepreneurial intentions. The outcomes indicate the significance of entrepreneurship lecturers, course content, and university policies as influential determinants of entrepreneurial intentions. Notably, among these factors, the influence of university policies emerges as the utmost driving force behind entrepreneurial intentions. This finding underscores the pivotal role of well-designed institutional policies in fostering an environment conducive to effective entrepreneurship education and subsequently nurturing and cultivating entrepreneurial intentions. Practical implications: This study provides practical insights for institutions and policymakers, urging institutions to craft strategies to foster an atmosphere that drives students toward entrepreneurial activities. By understanding how entrepreneurship education, particularly concerning lecturers, content, and policies, influences entrepreneurial intentions, institutions can tailor their curricula and support systems to not only promote entrepreneurship but also foster a culture of entrepreneurial intent. Originality/value: This study pushes the boundaries of existing knowledge by illuminating the relatively unexplored yet crucially important crossroads of entrepreneurship education and entrepreneurial intentions with respect to Turkish universities. Moreover, the study adds an important perspective by focusing on analyzing the viewpoint of students, an area that has been relatively under-researched. This endeavor recognizes students as the primary beneficiaries of entrepreneurial education and consequently, a deeper exploration of their experiences and perceptions holds immense promise for enriching our understanding of the educational process's impact. By investigating the roles of lecturers, course content, and university policies, this research unravels the intricate mechanisms through which entrepreneurship education molds entrepreneurial intentions. Notably, given the limited scope of prior research on the influence of policies in Turkish universities, the distinct emphasis placed on policy impact in this study stands out as a noteworthy contribution.

The field of entrepreneurship education has undergone and will continue to undergo a digital transformation. New digital technology has made major improvements in teaching conceivable. The formation of a new generation of entrepreneurs is ensured by entrepreneurship education, which is crucial for any economy to thrive sustainably. The creation of new entrepreneurs is aided by educational institutions, which work to boost students' intention to become entrepreneurs. The adoption of a variety of digital technologies in the educational process has been prompted by the entry of Generation Z into the education system. The purpose of this paper is to investigate the impact of using a digital tool in entrepreneurship education on students' entrepreneurial intentions as well as the role of other environmental and personal factors in peomoting of entrepreneurial intentions based on a quasi-experiment conducted in Southern ( SE) and Central and Eastern European ( CEE) countries. Keywords: entrepreneurship education, digital tool, entrepreneurial intention, personal characteristics

This research aims to: 1) find out the effects of undefined self-efficacy of student entrepreneurship on students' entrepreneurial intentions, 2) find out the effect of undefined entrepreneurship education on student on entrepreneurial intentions, 3) find out the effect of self-efficacy on entrepreneurship and student entrepreneurship education on student entrepreneurial intentions. This research is an explanatory survey research with a questionnaire as an instrument of data collection. The population of this study was all 2016 and 2017 class students with 153 students as a sample. The data were analysed by descriptive analysis. The results showed a significant effect of self-efficacy and entrepreneurship education on entrepreneurial intentions.

This research was conducted in order to find out how important the influence of entrepreneurship education, income expectations and creativity is partly on the interest in entrepreneurship in students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. The research was conducted using a quantitative approach and the population was students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. Non-probability samples were taken using a purposive sampling technique. The number of samples is 100 respondents. The variables studied were entrepreneurship education, income expectations and creativity as independent variables, and entrepreneurial interest as the dependent variable. We collected data through a closed questionnaire. The result is entrepreneurship education, income expectations and creativity have an influence on the interest in entrepreneurship in students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. It is recommended that entrepreneurship education materials continue to be developed in accordance with developments in the business world, accompanied by entrepreneurial practices for students, instilling the hope of earning a high income if they become entrepreneurs and increasing the power of creativity in generating business ideas.

Objectives This study aims to examine the relationship between entrepreneurship education and entrepreneurial intention of prospective entrepreneur, considering entrepreneurship education as the independent variable and entrepreneurial intention as the dependent variable. A partial mediation model was established to investigate the effect of entrepreneurship education on entrepreneurial intention through customer interviews and problem-solving skills. Methods To do this, a mediation model analysis was conducted through the responses of 389 learners from 16 universities who performed the KDB entrepreneurial education program conducted by the Korea Entrepreneurship Foundation. The study employed STATA 17 version to conduct basic statistical analysis, correlation analysis, as well as partial mediation analysis and significance testing using the khb analysis method. Entrepreneurship education was assumed as an independent variable, entrepreneurial intention of prospective entrepreneurs was assumed as a dependent variable, and customer interviews and problem-solving skills as mediating variables. Results Firstly, entrepreneurship education had a positive (+) effect on entrepreneurial intention of prospective entrepreneur. Secondly, entrepreneurship education positively influenced entrepreneurial intention of prospective entrepreneur through customer interviews. Thirdly, entrepreneurship education positively influenced entrepreneurial intention of prospective entrepreneur through the improvement of problem-solving skills. Through the results of this study, it was confirmed that entrepreneurship education is necessary to strengthen entrepreneurial intention. To enhance the effectiveness of entrepreneurship education, it was found that customer interviews and problem-solving skills are important during the process of entrepreneurship education, and these educational methods improve entrepreneurial intention of prospective entrepreneur. Conclusions The finding that entrepreneurship education positively influences entrepreneurial intention of prospective entrepreneur is significant in confirming the effectiveness and necessity of entrepreneurship education. Additionally, the study is significant in verifying and confirming the partial mediating effect of customer interviews and problem-solving skills in the relationship between entrepreneurship education and the enhancement of entrepreneurial intention. By confirming whether customer interviews and problem-solving skills mediate the effect in the process where entrepreneurship education manifests as improved entrepreneurial intention, this study contributes to elucidating in detail that the effects of entrepreneurship education can lead to entrepreneurial intention. Furthermore, the academic and practical implications are also found in identifying the role of intermediate variables such as customer interviews and problem-solving skills in the process where the effects of entrepreneurship education emerge.

This study investigates the determinants of entrepreneurial intentions among vocational high school students, focusing on the roles of entrepreneurial education, family support, and school support, with entrepreneurial self-efficacy as a mediating variable. Employing a quantitative approach <strong>w</strong>ith cross-sectional design. Data were collected from 214 students in the Business and Marketing Department of Vocational High School, Indonesia. The instrument that used in this research is entrepreneurial intention. For data analysis, the study utilized Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that school support significantly influences entrepreneurial intentions, with entrepreneurial self-efficacy acting as a key mediator between external support systems and entrepreneurial aspirations. Interestingly, while school support demonstrates the strongest direct impact on entrepreneurial intentions, its mediated effect through self-efficacy is comparatively smaller. The study underscores the importance of robust educational frameworks, family encouragement, and institutional facilitation in nurturing entrepreneurial mindsets. Practical implications include curriculum enhancement, teacher training in entrepreneurship education, and fostering collaborative support systems between families and schools. This research contributes to the literature by offering a comprehensive model of entrepreneurial intention formation in the context of vocational education, particularly in emerging economies

This study aims to analyze the role of entrepreneurship education in mediating the effect of entrepreneurial orientation and self-efficacy on entrepreneurial intentions. The sample is the students at the Assalam Islamic Boarding School, Pasuruan Regency, consisting of 104 respondents. Questionnaires were distributed via google form as direct data collection from respondents. Then the data were analyzed using the partial least square structural equation model (SEM-PLS), which was then used to answer the research hypothesis. The results of the study show that directly entrepreneurial orientation is not able to increase interest in entrepreneurship. However, self-efficacy can increase interest in entrepreneurship. Furthermore, entrepreneurship education succeeded in mediating the influence between entrepreneurial orientation and self-efficacy on students' entrepreneurial interest in entrepreneurship.

Penelitian ini bertujuan untuk menguji pengaruh pendidikan kewirausahaan terhadap intensi berwirausaha dan juga menguji apakah efikasi diri dan motivasi memediasi hubungan antara pendidikan kewirausahaan dan intensi berwirausaha. Pengambilan data dilakukan melalui kuesioner google form. Sampel yang terdapat dalam penelitian ini adalah 155 mahasiswa universitas swasta di Tangerang yang telah/sedang mendapatkan pendidikan kewirausahaan dari universitas. Teknik pengambilan sampel menggunakan non-probability, purposive sampling. Data diolah dengan menggunakan PLS-SEM. Hasil dari penelitian ini adalah pendidikan kewirausahaan memiliki pengaruh positif tetapi tidak signifikan terhadap intensi berwirausaha, pendidikan kewirausahaan memiliki pengaruh positif dan signifikan terhadap efikasi diri, pendidikan kewirausahaan memiliki pengaruh positif dan signifikan terhadap motivasi, efikasi diri memiliki pengaruh positif dan signifikan terhadap intensi berwirausaha, motivasi memiliki pengaruh positif dan signifikan terhadap intensi berwirausaha, efikasi diri memediasi hubungan antara pendidikan kewirausahaan dan intensi berwirausaha, dan motivasi memediasi hubungan antara pendidikan kewirausahaan dan intensi berwirausaha. This study aims to examine the effect of entrepreneurship education on entrepreneurial intention and also test whether self-efficacy and motivation mediate the relationship between entrepreneurship education and entrepreneurial intention. Data were collected through a google form questionnaire. The sample contained in this study were 155 students in Tangerang who have / are getting entrepreneurship education from the university. The sampling technique used non-probability, purposive sampling. Data were processed using PLS-SEM. The results of this study are entrepreneurship education has a positive but insignificant effect on entrepreneurial intention, entrepreneurship education has a positive and significant effect on self-efficacy, entrepreneurship education has a positive and significant effect on motivation, self-efficacy has a positive and significant effect on entrepreneurial intention, motivation has a positive and significant effect on entrepreneurial intention, self-efficacy mediates the relationship between entrepreneurship education and entrepreneurial intention, and motivation mediates the relationship between entrepreneurship education and entrepreneurial intention.

Despite the growing interest in entrepreneurship education and its impact on entrepreneurial intention, there is limited research on why students’ entrepreneurial intentions change over time. It has been observed that university students’ intentions to pursue entrepreneurship are higher when they enroll in entrepreneurship courses; however, these intentions usually shift both before and after the completion of the entrepreneurship course. This study investigates the shift in entrepreneurial intention among university students. Utilizing a mixed-method approach, this study combines the qualitative research tools of interviews and diaries to explore the evolution of students’ entrepreneurial intentions. The research sample consisted of undergraduate university students of a Greek university who had attended an entrepreneurship and innovation course as part of their first-year curriculum in the academic year 2020–2021. The study utilized 163 structured interviews and complementary diary research on 96 students from the same cohort in the academic year 2023–2024. NVivo12 software (32 bits version) was used to analyze the primary data. The findings highlight notable changes in students’ entrepreneurial intentions as a result of a variety of factors, including the allure of the entrepreneurial idea, cohesiveness of the teams, teaching strategies employed, support provided by the university and their families, and certain personality traits. These findings provide valuable insights for educators and policymakers to better support and sustain entrepreneurial intentions among students, while also further expanding the understanding of the strategy development needs of entrepreneurship counseling and education, as very limited research has been conducted on this issue.

Entrepreneurship education has proliferated in universities following empirical studies linking it to entrepreneurship practice. The University of Malawi introduced entrepreneurship and innovation course to the bachelor of business administration programme and aims to make entrepreneurship a core module across academic programmes. This study assessed the effects of the entrepreneurship and innovation course on the entrepreneurial orientation of students thereby joining research into the investigation of the effects of entrepreneurship education on entrepreneurial orientation of students. A questionnaire was administered on a class of 58 students before commencement of the course and at the end of the course delivery to assess movement in students knowledge about entrepreneurship, attitudes towards entrepreneurship, subjective norms, self efficacy and entrepreneurial intentions that could be attributed to entrepreneurship education holding other factors constant over the period of study. The study found that entrepreneurship education positively effects students knowledge about entrepreneurship and their self efficacy; the self confidence in skills and competences that they can engage in entrepreneurship successfully. The study however found weak correlation between entrepreneurship education and students attitudes towards entrepreneurship and their entrepreneurial intentions and did not find any relationship between entrepreneurship education and students' subjective norms. Although attitudes, subjective norms and self efficacy are factors that influence intentions,which are an antecedent of behaviour within the Theory of Planned Behaviour, the study found that entrepreneurship education positively and significantly effects self efficacy only within this framework.

Entrepreneurship education has traditionally focused on formal education, but many initiatives have been taken parallel with the 21st century teaching and learning strategies to engage student experience through learning by doing. The purpose of this study was to examine the impact of entrepreneurship education on students’
\nentrepreneurship interest, intentions and competencies by implementing fashion entrepreneurship program. This study was held at Universiti Putra Malaysia for a period of five months. Samples were selected among undergraduate students who enrolled in Entrepreneurship Courses in First Semester 2016/2017. Screening process comprises interviews and basic sewing test were conducted to select 40 students as the respondents of the program. This program emphasized mentor-mentees system which involved 10 fashion entrepreneurs from the community. Respondents were exposed to entrepreneurship seminars, business and skills trainings, e-marketing workshops, sewing classes as well as evaluation sessions. Qualitative data were gathered through questionnaires adapted from Mc Clellandand Mc Ber & Co (1985) as well as questionnaires by Hisyamudin Hassan (2007). Meanwhile qualitative data were collected through continuous observations and the output of the fashion products. The findings indicated that there is a significant positive correlation between entrepreneurship interests with entrepreneurship intentions. Although the findings showed no significant relationship between fashion
\nentrepreneurship program with entrepreneurship intentions and competencies, respondents’ perceptions towards their interest, intentions and competencies at the end of the program are high. Due to time constraints, it was suggested that future entrepreneurship program should be scheduled more structured and in a timely manner to ensure that student can gain benefit throughout the program and the objective of the program can be achieved.

This study aims to examine the latest developments in the study of entrepreneurship among university students with a special focus on entrepreneurial intention and entrepreneurship education. Using a Systematic Literature Review approach supported by bibliometric analysis, this study traces scientific articles published in the past year containing keywords such as entrepreneurship, entrepreneurial intention, entrepreneurship education, and student entrepreneurship. The visualization results show that entrepreneurial intention is the most dominant topic, which is closely connected to entrepreneurship education and entrepreneurship as the core of the literature review. Three main theme groups were also found: (1) psychological and personal themes such as gender and effectuation; (2) educational themes, such as emotional competencies and design education; and (3) technology and innovation themes, such as artificial intelligence and sustainability. The brighter colors of the technology keywords indicate that these issues are current research trends in the context of student entrepreneurship. This study concludes that the development of student entrepreneurship is not only influenced by internal factors such as motivation and emotional competencies, but also by innovative educational approaches and technology integration. These findings provide strategic direction for the development of a more adaptive and contextual entrepreneurship curriculum in the university environment.

Labour is a huge potential in the development of work and is closely related to the skill level, number and population growth, the state of the job market, and the mental attitude or college diploma in either general or vocational. The research would like to compare the interest in entrepreneurship of students and vocational students in Padang. The research hypothesis that will be answered through this research is “there is significant lnear, relationship of parenting methods, information, and attitude, together with the information of entrepreneurial interest. Data collected parenting methods, information, attitude towards the information of interested in entrepreneurship. Data were analysed by logistic regression and for dummy variables with scores above the median = 1 and score below the median = 0. The was a significant linear relationship between parenting methods, information, and attitude together the same towards the information of the entrepreneurial interest students. The result of students of Padang State Polytechnic showed that significant linear regression of entrepreneur information to entrepreneur intention and significant linear correlation among variables that are information, model of parents guidance, and attitude of entrepreneur cooperation with entrepreneur intention.

<p>This research studied the relationship between entrepreneurship education and entrepreneurial intention of university students. Following original research by Zhang, Duysters, Cloodt (2014), Ajzen's theory of planned behavior and Shapero's entrepreneurial event model would be incorporated to identify the effect of exogenous variables such as entrepreneurship education, prior entrepreneurial exposure, perceived desirability and feasibility towards entrepreneurial intention in university students. Furthermore, this study aimed to investigate the selection hypothesis of entrepreneurship education for entrepreneurial intentions. Lastly, this study was also proposing to investigate the moderating effect of the teachers and instructors' enthusiasm (Frenzel et al., 2009), pre-educational entrepreneurship intention (Bae et al., 2014), gender (Verheul et al., 2012), as well as the moderating effect of peers in the classroom (Falck et al., 2012). The data would be collected from one of the private and reputable universities in Indonesia in multiple departments with a form of entrepreneurship education. In this study we found that entrepreneurship education does shape entrepreneurial intention. Students with pre-educational entrepreneurial intention would be more likely to have higher entrepreneurial intention. We also learned that there’s a strong relationship between social influence of classmates and entrepreneurial intention. In addition, we found that male and female students have a different perspective about entrepreneurship education that affected their entrepreneurial intention.</p>