How To Fostering Students’ Entrepreneurial Intention?
A Systematic Review based On Entrepreneurship Education
WIDYA HESTININGTYAS1, SUNYONO2, EEN YAYAH HAENILAH2, HASAN HARIRI2,
WARDANI3, ISTIQOMAH NURZAFIRA2, HAKIMA MARIS4
1Department of Doctor Education, Universitas Lampung, Bandar Lampung City, INDONESIA
2Universitas Lampung, Bandar Lampung City, INDONESIA
3Institut Agama Islam Negeri (IAIN) Metro, Metro City, INDONESIA
4STIE APRIN, Palembang City, INDONESIA
Abstract: The purpose of this study is to summarize and critically analyze research on the role of
entrepreneurship education on students' interest in entrepreneurship in higher education. Specifically, our article
focuses on the view of goals, patterns of placement, and theoretical basis used in entrepreneurship education
research and entrepreneurial interest. This publication showcases 15 articles published on Scopus within the
last three years providing a systematic review with PRISMA guidelines (preferred reporting items for
systematic reviews and meta-analyses). Our study shows that most of the related research analyzes the
influence of entrepreneurship on entrepreneurial interest whereas, only a small proportion of research
developed an entrepreneurship education model for entrepreneurial interest but has yet to reach the practical
stage. As a result, authors suggest that it is necessary to conduct research on entrepreneurship education based
on a sustainable entrepreneurship ecosystem, namely the development of a comprehensive entrepreneurship
learning model that enhances the collaboration of theoretical learning and direct practical learning thus,
achieving a future continuity of programs fostering student interest in becoming an entrepreneur.
Key Words: Entrepreneurial Intention, Entrepreneurship Education, Systematic Review
Received: December 28, 2022. Revised: April 15, 2023. Accepted: May 17, 2023. Published: June 7, 2023.
1 Introduction
The era of globalization has had an impact on all
sectors, one of which is the labor sector. The
existence of technology is currently thought to be
able to replace the role of humans, [1], [2], so there
is a possibility of unemployment, [3], [4]). In
general, the number of tertiary education graduates
is always increasing, but not in balance with the
number of available jobs, [5], [6]) so unemployment
is an important problem to solve.
Unemployment and entrepreneurial interest are
closely related. Many people choose to become
entrepreneurs when they experience unemployment
because entrepreneurs have the potential to create
jobs and generate income. In addition, the interest in
entrepreneurship can also help reduce the
unemployment rate in a country, because
entrepreneurship can open new jobs that can be
filled by people who previously did not have a job.
Entrepreneurship and the increasing number of
entrepreneurs are widely considered to play an
important role in economic growth, employment,
and technological progress, [7], [8].
Entrepreneurship can be defined as the process of
doing something (being creative), being different
(innovative), and taking risks (becoming a risk
taker), [7]. In this scenario, the creative entrepreneur
pays attention to the current situation, mainly
focusing on details he has neglected, and he can
develop new ideas, by combining available
resources, [9]. Innovative entrepreneurs show
creative ideas whereas risk-taking entrepreneurs
agree to support ideas, even if there is a possibility
of failure, [7].
Several factors can increase interest in
entrepreneurship, including Entrepreneurship
education and training: Entrepreneurship education
and training can provide the knowledge and skills
needed to start and develop a business.
Entrepreneurship education can contribute to an
interest in entrepreneurship by providing the
knowledge and skills needed to start and develop a
business, [10]. Entrepreneurship education usually
includes material such as how to develop business
ideas, how to find and use capital, how to manage
finances and human resources, and how to follow
applicable rules and regulations. By having the right
knowledge and skills, a person will be more
confident to start a business and be better able to
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DOI: 10.37394/232015.2023.19.53
Widya Hestiningtyas, Sunyono,
Een Yayah Haenilah, Hasan Hariri,
Wardani, Istiqomah Nurzafira, Hakima Maris
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face the challenges faced in running a business. This
can increase interest in entrepreneurship and create
new jobs. In addition, entrepreneurship education
can also create a conducive atmosphere for
entrepreneurship. Through activities such as
business competitions, panel discussions, and visits
to successful companies, students can learn how to
think and act like entrepreneurs. This can increase
interest in entrepreneurship and create a healthy
business climate.
2 Problem Formulation
Research question. this research analysis answers
the following research questions:
RQ1 What are the research objectives of articles
investigating entrepreneurship education in fostering
entrepreneurial interest?
RQ2 What is the pattern of dissemination of
entrepreneurship education studies in fostering
entrepreneurial interest in various countries?
RQ3 What theories are the basis for
entrepreneurship education research in fostering
entrepreneurial interest?
3 Methodology
3.1 Search Strategy
Data collection in this study followed the Preferred
Reporting Items for Systematic Review and Meta-
Analyses (PRISMA) guidelines. Literature search
spanning 2020 to 2022 using the Scopus database.
The search uses a combination of keywords and
subject terms related to the concept of
entrepreneurial interest "entrepreneurial",
"intention", "entrepreneurship", and "education".
There were 612 articles found in the initial search
without any data criteria. The study selection chart
of PRISMA 2020 framework is presented in Figure
1.
3.2 Criteria Category
The inclusion criteria for this review were (a)
focusing on students' interest in entrepreneurship
and entrepreneurship education (b) speaking English
(c) being empirical research in the form of journal
articles (d) published between 2020 and 2022 (e) the
database used was Scopus.
The exclusion criteria are (a) studies published
before 2020 (b) duplicates (c) document types:
proceedings, reviews, books, conference papers,
book chapters, review article
Fig. 1: Study selection chart PRISMA 2020 framework, [11]
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4 Problem Solution
RQ1. What are the research objectives of articles
that investigate entrepreneurial interest and
entrepreneurship education?
The answer to this question (RQ1) is presented in
Table 1 as follows:
Table 1. Research objectives of articles
The aim
Source
Investigate the effect of entrepreneurship education
on entrepreneurial interest
[12], [13], [14], [15], [16], [17], [18], [19], [20], [21],
[22], [23].
Investigate the demographics of entrepreneurship
education participants
[12], [13], [14], [15], [16], [17], [18], [19], [20], [21],
[22], [23].
The articles that investigate entrepreneurship
education and interest in entrepreneurship contain
the following data characteristics: Demographic
data of students or participants participating in
entrepreneurship education programs, such as
gender, age, level of education, and others. Data on
entrepreneurship education programs that students
take part in, such as program duration, materials
taught, learning methods used, and others. Data on
interest in entrepreneurship before and after students
or participants attend entrepreneurship education
programs. This is usually measured using a
questionnaire or a specific test that measures the
level of interest in entrepreneurship students. Data
on the results of entrepreneurship education
programs, such as the success rate of students in
running a business, the success rate of businesses
being run, and so on. Data on factors that influence
students' interest in entrepreneurship, such as
internal factors such as interests and abilities,
external factors such as environment and market
conditions, and others.
RQ2. What is the pattern of dissemination of
Entrepreneurship Education studies in Growing
Entrepreneurial Interest in various countries?
The answer to this question (RQ2) is presented in
Table 2 as follows:
Table 2. Pattern of dissemination
Country
Indonesia
China
Spanyol
Ghana
India
Nigeria
Malaysia
Jordana
Brazil
Morocco
Yunani
Iran
Finlandia
Belgium
Netherlands
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The main aspect that influences the application of
interest in entrepreneurship is that it depends on the
progress of education and the economic conditions
of a country. Because entrepreneurship will create
new jobs, absorb labor, and encourage independence
in society. Therefore, the number of entrepreneurs
can be used as an indicator of a country's superiority
and competitiveness. The creation of innovations
and jobs will help improve the nation's economy and
change the state of society and the environment to
become more productive, of course, this will greatly
help the government in overcoming unemployment,
with a reduced unemployment rate will affect the
economic growth and income of a country.
RQ3. What theories are the basis for researchers in
the role of entrepreneurship education and interest
in entrepreneurship?
The answer to this question (RQ2) is presented in
Table 2 as follows:
Table 3. Theories are the basis
Theory
Source
Entrepreneurial Education
[13], [14], [17], [18], [19], [20], [21], [22], [24], [26],
[25], [23], [12]
Entrepreneurial Intention
[13], [14], [17], [18], [19], [20], [21], [22], [24], [26],
[25], [23], [12]
Entrepreneurship
[13], [15], [20], [22], [12]; [19], [16], [17], [26], [18],
[21], [25], [24], [23]
Theory Of Planned Behavior
[13], [15], [21], [26]
Attitude Towards Entrepreneurship
[13], [19], [21]
Perceived Behavioral Control
[19], [22]
Role Models/Parental Self-Employed
[13], [21]
Entrepreneurial Opportunity Recognition
[14], [17], [18]
Entrepreneurial Self-Efficacy
[14], [20], [23]
Entrepreneurial Attitude
[14], [15], [21]
Subjective Norm
[15], [19], [22], [26]
Perceived Behavior
[15], [22]
Social Cognitive Theory
[16]
Entrepreneurial Learning
[17]
Psychology Empowerment
[19], [25]
Culture
[19], [21], [12]
Theory Of Planned Behavior (Tpb)
[15], [13]
Entrepreneurial Self-Efficacy As Mediation
[14]
Entrepreneurial Attitude As Moderation
[14]
Multigroup Analysis
[15]
Social Cognitive Theory (SCT)
[16]
Multilevel-Moderated Mediation Model
[17]
Student Psychological Empowerment.
[18]
Sustainable Entrepreneurship Competence (SEC)
[26]
Social Cognitive Theory (SCT)
[16]
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Entrepreneurship is an important component of
economics, especially for students in universities.
However, it is not clear what aspects of
entrepreneurship play the most significant, [27]. In
research on growing entrepreneurial interest and
entrepreneurship education, generally, researchers
will use several theories as a basis for their
research. Several theories are often used in this
research including Learning theory. This theory
explains a person's learning process and the factors
that influence the process. This theory explains the
notion of motivation and the factors that influence a
person's motivation. This theory is important in this
study because motivation is one of the factors that
can influence a person's interest in
entrepreneurship. Business success theory. This
theory explains the factors that influence the
success of a business. This theory is important in
this study because the results of the
entrepreneurship education program will be
measured based on the level of success of the
businesses run by students. By using these theories,
researchers can analyze the data obtained and
identify the factors that influence students' interest
in entrepreneurship, as well as evaluate the
effectiveness of entrepreneurship education
programs.
Other studies have shown that initial intention
is indirectly influenced by entrepreneurship
education, which means encouragement of
motivation and student attitudes are the two main
mediating factors, [28]. Other studies demonstrate
that initiative education has an impact on
increasing entrepreneurship intention through self-
blaming students about entrepreneurial skills
(perceived feasibility). Entrepreneurship education,
on the other hand, does not have a direct influence
on students' entrepreneurial intentions. Awareness
Entrepreneurship education is a type of education
in society universities, which can hurt the
community students, [29].
5 Conclusion
The results of a literature review found that the
majority of tertiary education institutions have
implemented entrepreneurship education, but its
implementation has not produced graduates who
are capable of independent entrepreneurship. this
can also be seen from the factors of the three main
research areas namely (1) student entrepreneurship
and entrepreneurial intentions (2) support from
higher education for entrepreneurship (3)
entrepreneurship education and learning. Even with
these considerations, universities have not yet
implemented innovation and there are still many
steps that need to be taken to increase student
entrepreneurship. In the current scenario, few
entrepreneurial graduates decide to start a business
during or immediately after graduation, [30]. In
addition, there is a need to further enhance the
development and use of new technologies and
address the issue of entrepreneurial sustainability.
Entrepreneurship education can play an
important role in fostering interest in
entrepreneurship, Entrepreneurship education with
an indicator variable know-what (entrepreneurial
knowledge), know-why (and values motives),
know-who (social interaction), know-how
(entrepreneurial skills and abilities) to give effect to
the intention of entrepreneurship vocational
students, [31] so strategies that can be carried out
using a sustainable entrepreneurship ecosystem
approach, namely the development of a
comprehensive entrepreneurship education learning
model, collaboration between theoretical learning
and hands-on practical learning and program
continuity to foster interest students to become
entrepreneurs. This approach focuses on real
experiences experienced by students so that they
can learn actively and gain useful experiences.
Collaboration is also important, between various
parties, both universities, village/local government
officials, and practitioners, [32]. For sustainable
entrepreneurship education to run optimally, the
authors suggest that universities carry out penta
helix innovation and collaboration between
academia, business, society, government, and
media. This makes it easier for students to learn or
start a business from the practice they have done by
experiential learning approach to encourage student
entrepreneurship.
Future researchers are expected to be able to
focus more on discussing or creating sustainable
entrepreneurship education programs by integrating
them into the tertiary curriculum with
policymakers. Entrepreneurship education in
tertiary institutions is related to building an
entrepreneurial personality, an entrepreneurial
mindset, and entrepreneurial habits that are every
time creative and innovative, creating added utility
or good values, taking benefit of opportunity, and
taking hazards, [33]. Therefore, it is suggested that
entrepreneurship education programs be integrated
into the school curriculum as a way to increase
students' opportunities to run businesses that are in
harmony with the principles of sustainability.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
-Widya Hestiningtyas, Sunyono, Een Yayah
Haenilah, Hasan Hariri: investigated research gaps
between previous research and the article’s sections
that have not been investigated in other
publications. Moreover, they have overseen the
preparation of article drafts until the article is
complete.
-Wardani, Hakima Maris drafted the article and
finished it.
Istiqomah Nurzafira provided a detailed
comparison of articles that have been studied.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflict of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
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DOI: 10.37394/232015.2023.19.53
Widya Hestiningtyas, Sunyono,
Een Yayah Haenilah, Hasan Hariri,
Wardani, Istiqomah Nurzafira, Hakima Maris
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