A Systematic Literature Review: Entrepreneurship Learning in Higher

Education

TUBAGUS ALI RACHMAN PUJA KESUMA1, UNDANG ROSIDIN2, DWI YULIANTI3,

PARGITO4, RIDWAN5, DERI CICIRIA6, WARDANI7, ATIK PURWASIH7, IMAM MUSTOFA8,

M. ARIFKI ZAINARO9, USASTIAWATY C.A.S ISNAINY9, RIAS TUSIANAH10, EDY

IRAWAN11, ADE MULYANAH12, ACHRIL ZALMANSYAH12, SUJARWO13

1Program Studi Doktor Pendidikan, University of Lampung, Bandar Lampung City, INDONESIA

and Department of Social Science Educations, Institut Agama Islam Negeri Metro, Metro City,

INDONESIA

2Department of Mathematics Educations, University of Lampung, Bandar Lampung City,

INDONESIA

3Department of Elementary Educations, University of Lampung, Bandar Lampung City, INDONESIA

4Department of Social Science Educations, University of Lampung, Bandar Lampung City,

INDONESIA

5SMP Negeri 3 Way Pengubuan, Central Lampung Regency, INDONESIA

6Department of History Educations, STKIP PGRI Bandar Lampung, Bandar Lampung City,

INDONESIA

7Department of Social Science Educations, Institut Agama Islam Negeri Metro, Metro City,

INDONESIA

8Sharia Faculty, Institut Agama Islam Negeri Metro, Metro City, INDONESIA

9Department of Nursing Management, Universitas Malahayati, Bandar Lampung City, INDONESIA

10SMP Negeri 1 Seputih Agung, Central Lampung Regency, INDONESIA

11Department of Counseling Educations, Pringsewu University, Pringsewu Regency, INDONESIA

12The Research Center of Language, Literature, and Community National Research and Innovation

Agency (BRIN), Jakarta Pusat, INDONESIA

13Department of Social Science Educations, Universitas Negeri Jakarta, Jakarta, INDONESIA

Abstract: - This research aims to look at entrepreneurship learning in higher education. The author concludes

that: 1) The parties involved and contributing to the success of entrepreneurship learning are students,

educators, entrepreneur practitioners, and the community. 2) The involvement of the four parties is

conceptualized in a combination of learning which includes field survey activities, literature studies, the

involvement of practitioners, portfolio preparation, and field practice. The study contributed to the development

of entrepreneurship education in higher education, to produce a proud outcome.

Keywords: - Entrepreneurship Learning, Higher Education.

Received: April 12, 2022. Revised: December 29, 2022. Accepted: January 22, 2023. Published: February 28, 2023.

1 Introduction

Unemployment is a problem that is of concern to

various countries and is part of the target for

achieving sustainable development, as put released

in the SDGs which the UN aspires to be in 2030 for

member countries, [1], [2]. Countries continue to

strive to reduce unemployment while taking into

account environmental and socio-economic

problems [3], including through higher education,

[4], [5], [6]. Concerning this problem, Higher

Education (HE) is seen as an institution capable of

overcoming the problem of unemployment because

in HE there are human resources from various

scientific backgrounds who have the competence

and obligations in carrying out the “Tri Dharma”

(teaching, research, and community service) as a

continuous system.

Referring to Central Bureau of Statistics (BPS)

data, there are 12.49% of unemployed people in

Indonesia are university graduates, [7]. This data

indicates that there are weaknesses in the

implementation of HE that have not identified the

needs of the jobs, thus causing it difficult for

graduates to get jobs, [8]. The fact is that not all

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Tubagus Ali Rachman Puja Kesuma,

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Volume 22, 2023

college graduates will be accommodated in the field

of work according to their educational background.

So universities must be able to provide alternatives

in introducing (link and match) students with the

self-potential, and environment (economic, social,

and cultural) to have an entrepreneurial character to

survive in society, not only as job seekers but

creating jobs. Entrepreneurship is one of the courses

raised by various universities to seek solutions to

these problems, [9].

Indeed, the authors found difficulties and

challenges concerning getting the sources to present

this work. Overcoming these authors hold joint

research to the different higher educational

institutions that had access to journal publishers.

Various investigations have been taken out to

develop the entrepreneurial character of learners and

have been documented in various journals. The

majority of entrepreneurship learning through the

cultivation of entrepreneurial knowledge, attitudes,

and skills is carried out by First, classroom learning

that integrates public policy with studies of various

disciplines, as well as teaching methods that include

theory and practice, [10]. Second, the training

provided is on the interests and talents of students

with an emphasis on fostering basic academic skills,

entrepreneurship, entrepreneurial knowledge, and

social entrepreneurship management, [11]. Third,

practical experience in the field by trade students on

existing entrepreneurs, [12], [13], [14], [15], [16],

[17]. Fourth, the establishment of an entrepreneurial

ecosystem through institutional career development

units, [18].

Based on these studies, current entrepreneurship

development activities emphasize the training and

apprenticeship process to foster entrepreneurial

character and analyze business opportunities for

economic benefits based on forms of capital

(economic, social, and cultural), [19], [20], [21],

[22], [23], [24], [25], [26], [27], [28], [29], [30],

[31]. Meanwhile, there are not many papers that

compile good practices contained in articles that

have been publicized in diverse journals.

Learning entrepreneurship in the classroom is not

enough to involve only educators and students, there

are still other parties who are important to be

involved in shaping the character of students. The

involvement of these parties certainly requires a

forum for learning activities in implementing it in

the classroom. Entrepreneurship learning activity

schemes that must combine field survey activities,

literature studies, practitioner involvement, portfolio

preparation, and field practice. This learning scheme

originates in a behavioristic approach through a

series of reciprocal stimuli and responses, [32], [33],

and constructively provides meaningful learning

experiences to be able to find coherent and

systematic understanding, [34]. This is needed for

the development of hard and soft skills of students

through a series of experiential learning programs

that focus on strengthening character as a dominant

factor in supporting one's success in society and the

world of work, [35].

This article significantly reveals (1) who is

involved in learning entrepreneurship in college. (2)

the ideal form of entrepreneurship learning with the

involvement of these parties. The result of this

systematic literature review is worthwhile for the

higher education decision-maker.

2 Aim and Research Questions

This review paper is needed to find out learning

activities that emphasize the formation of

entrepreneurial character. This is important and is a

breakthrough because so far entrepreneurship

learning emphasizes training, apprenticeship, and

theoretical forms in the classroom. Thus the author

can propose a new hypothetical in terms of learning

to form the entrepreneurial character for students.

This form of learning will play an essential role in

shaping the entrepreneurial character of students

who are controlled through the learning process in

the classroom. To propose hypothetical learning

entrepreneurship in these tertiary institutions, we set

the following research questions: (1) who is

involved in learning entrepreneurship in college? (2)

what is the ideal form of entrepreneurship learning

with the involvement of these parties?

3 Method

This literature review is sourced from papers that

are openly accessed in the SAGE Publication.

Papers that are intentionally organized are those

published in 2020. Searching for papers with the

programmable tracking engine on SAGE Journal is

done by entering the keyword entrepreneurship

education. Organized papers can be in the formation

of analysis articles, reviews, critiques, case reports,

and letters taken out within the research structure.

Table 1 beneath displays the tracking results.

Table 1. Search ranges in SAGE Publications

Search Engine

Years

N of Article

SAGE Publication

2020

299

Source: Data Analysis 2021

Likewise, the writers executed filtering by

focusing only on the subject/field of educational

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research. As a result, as presented in Table 2, the

authors found 42 entrepreneurship articles in

education.

Table 2. SAGE Journal Search Results

Engine

Years

N of

Article

Field of

education

Scope

schools

and

colleges

SAGE

Journal

2020

299

Source: data analysis 2021

For a clearer illustration, the authors present

the flowchart diagram. It is available in Figure

Fig. 1: Flow of Study Selection Systematic

Literature Review

Papers that complete the needs are then

evaluated for quality creating use of the Assessment

Instrument, which is intentionally created and

established on quality examination standards (visit

Table 3). This permits analysts to discuss the

primary analysis in-depth and establish its relevancy

and effectiveness. To improve precision, the

primary analysis was independently evaluated by

two of the research team (authors one and two), and

dissent domains were examined. If obscurity

continues, the third group member conducts further

reviews to achieve a final consensus among the

research team members.

Table 3. Quality Assessment Criteria

1. Does the article include Entrepreneurship?

2. Does the article include Entrepreneurship

Learning in Higher Education?

Furthermore, the authors describe 11 articles that

discuss learning methods that can be integrated into

building student character. This is done to formulate

the specificities of the articles in these articles. The

result is in Table 4.

4 Results and Discussion

4.1 Entrepreneurship Education

Entrepreneurship education has unique

characteristics, such as the implementation of higher

education in alleviating educated unemployment.

First, entrepreneurship education must be relevant to

be taught in various departments in higher

education. This is in line with the concept that not

all college graduates will work in their scientific

fields, and this is where the role of entrepreneurship

education (EE) is to develop competency so that

they survive in society. Second, entrepreneurship

education cannot simply be learned through

training, classes are needed to teach a broader

subject even for students who are not interested.

Moreover, the costs required are relatively cheap

and student discipline is easier to control. Third,

entrepreneurship education is part of the curricular

curriculum so that the learning process is more

consistent and scheduled.

Entrepreneurship education in higher education

requires 3 approaches at once, namely pedagogy,

andragogy, and heutagogy (Study of self-determined

learning), [56]. The entrepreneurship education

map is presented in Figure 2.

Publications retrieved

for Abstract review

n= 78

Potentially relevant

publications by

relevant search n= 299

Publications retrieved

for full text review

n= 30

Publications included in

the integrative review

n = 11

Publications assessed

suitability of the topic

and coverage country n

= 15

Publications

excluded after

abstract

review

n = 190

Publications

excluded after

abstract

review

n = 52

Publications

excluded after

full text

review

n = 20

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Table 4. Result of Article Analysis

Author

and

Year

Title

Cou

ntry

Method

Sample

Research result

Laine and Kibler, [36]

The Social Imaginary of

Emancipation in

Entrepreneurship

Finland

Hermeneutic Analysis

Three texts novels/essays

(“Brave New Word”, “The

Myth of Sisyphus”, and

“Siddharta)

The investigation consequences aim to increase comprehension of the

connection between imagination and entrepreneurial theory. Three keys to

comprehending emancipatory entrepreneurship, i.e.: knowledge of how

civilization grows through available and creative action, a pro-social

activity concerning sharing opportunities for new social strata, and

imagining relations and practices. This article concentrates on the shortage

of awareness of social practice theory. Social imagination permits the

theorizing of entrepreneurship as a sociable exercise, and ambition creates a

practical theory and theoretical approach. If the theory does not initiate the

capability to make a change, it may be unrelated to social practice; and if

the entrepreneurial practice does not provide an upgrade to theory, it is

improbable to lead to appropriate sociable change.

Vega-Gómez, Miranda González, [37]

Analyzing the Effects of Institutional and

Ecosystem-Level Variables on

University Spin-Off Performance

Spain

Probability Model

966 University Founders

This report concentrates on one of the determining elements of the success

of USOs, as estimated by job and deals growth: the impact of Institutional

and ecosystem-level variables. Enterprise training at institutes involves a p-

value of 0.019, which is significant. Uni_Bureau carries a value of

2.239112, with a p-value of less than 0.05, to be marked at the 95% grade.

The numeral of employees, N_Work, also greatly impacts both increases,

this variable takes a value of 1.002463 for the issue of sales development, to

be effective at 1%, given that the p-value is 0.001, and the value is

0.3372125 for the issue of work growth, with effectiveness 95%.

USE (Internat) internationalization was effective at 95% (p-value of 0.027);

this variable assumes a value of 1.666221. The last variable that has an

optimistic influence on job development required by USO is internship

permission by regional organizations (Inst_Train), carrying a significance

of 3.740098 and an importance of 95% (p-value 0.013). During the

identical period, the permission file accepted by the agent in the area of

enterprise plan creation and monitoring (Inst_BP) has a significance of

−2.397948, that is, it hurts job growth with a p-value of 0.054.

Vega-Gómez,

Miranda González,

[37]

Antecedents of

Entrepreneurial Skills

and

Their Influence on the

Entrepreneurial

Intention of

Academics

Spain

PLS regression

technique

33.000 academics

This analysis suggests the usefulness of a paradigm understood as the Big

Five, which suggests character variables understood by the acronym

OCEAN. Skills are the major determinants of perspective and command,

and attitudes are the determinants of determining the reason to join the

enterprise. Thus, acquisition in exercise and the growth of skills and

attitudes are the most suitable factor in completing improvement in USO

innovation. Based on the regression test, it is found that only three variables

affect entrepreneurial skills, namely: honesty, extroversion, and the absence

of neuroticism.

Pažur Aničić and Divjak, [38]

Maturity Model for Supporting Graduates’

Early Careers Within Higher Education

Institutions

Europe

Case study research

Four universities in Europe (Vienna University of

Economics and Business, The University of

Belgrade's Faculty of Organizational Sciences, the

University West in Sweden, and The University of

Edinburgh)

This paper shows a Maturity Model to sustain graduates’ earlier jobs within

HEIs. The standard is designed utilizing a five-step procedure, observing

the invention science paradigm and using four issue investigations across

Europe. In acquisition, an explanation of capacity review standards at the

five maturity levels for each procedure is delivered. The sample shown in

this report can be utilized by HEIs as a means to evaluate the maturity of

their courses that donate to graduates’ employability.

Maturity Model backing higher education graduates’ earlier jobs. The

apiece ideal procedure is appointed to one of the four stages of the Deming

PDCA cycle and is represented at five maturity classes. The primary

outcomes are four key strategy areas, that is Strategic Planning of Graduate

Employability, Curriculum Design and Delivery, Learner Approval, and

Extracurricular Exercises.

Niska, [39]

Challenging interest

alignment:

Frame analytic

perspective on

entrepreneurship

education in

higher education

context

Finland

Qualitative with

frame analytic

perspective from

Goffman

11 lectures

EE is nowadays the role of the instruction method in Europe. To be honest,

EE executed in university is anticipated to help considerable stakeholders,

among them the community, learners, and lecturers. The interviewees

prepared the activity of HTC in three other ways. The study exhibited that

the inventors of HTC created diverse, even contradicting frames of the

activity that carries place at HTC. The activity was prepared as the

advancement of (a) for-profit entrepreneurship, (b) social entrepreneurship,

and (c) self-entrepreneurship. However, of the frame, the activity was

displayed to suit the claims of the community, learners, and lectures.

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Dimov and Pistrui,

[40]

Entrepreneurship

Education as a

First-Person

Transformation

Europe

Commentary/

Artikel Review

first-, second-, and

third-person

perspectives of

entrepreneurship

education

This article provides a map for EE that bridges the knowledge tripod as a

type of wisdom and circles the classroom into an area for functional

reasons. This research identifies three distinct knowledge styles that are

complementary and not reducible to apiece different, individually

established on an additional method of knowledge and permit the truth of

entrepreneurship. Underscoring how the three knowledge styles interact and

enrich each different means other levers via which the first-person effect of

EE can be completed.

Decker-Lange, Lange, [41]

Exploring

Entrepreneurship

Education Effectiveness

at British Universities –

An Application of the World Cafe Method

Britain

World Caffe method from Drew & Guillemin

graduate entrepreneurs from these and additional British universities,

learners and Ph.D. students, academics with commitments as lecturers,

teaching managers, program managers, and managers of the learner

experience from institutes across the UK, for example, the NACUE and

Enactus UK, and a team of university-based business and entrepreneurship

teams.

This analysis desires to investigate the significance of the point of assets

associated with entrepreneurship education in a foundered and holistic

understanding, identifying both the capacity of stakeholders interested in

the structure, delivery, and experience of EE. WCE, a methodology

developed to produce levelled knowledge, was scheduled to pursue

understandings from various scopes of stakeholders. Results also showed an

agreement that effectiveness links to constructing a transformational

approach, which guides a transformation in attitudes towards

entrepreneurship. This transformation trains learners for jobs that go further

in the takeoff of a new venture.

Ummar and Saleem,

[42]

Thematic Ideation: A

Superior

Supplementary Concept

Creativity and

Innovation

Pakistan

Multiple linear

regression

489 (Sample 1 = 243,

Sample 2 = 246)

Consequences showed the importance of uniqueness as a primary element

of creativity and innovativeness in all products. Sensed importance was

very related to ingenuity in both taxonomic and thematic products.

Uniqueness and value expected creativity whereas innovativeness was

expected by retail request along with originality and value in all products.

The underlying investment intention in taxonomic and thematic creation

ideas was the product’s relatedness to lifestyle. A product concept to be

executed in the enterprise as innovation was seen to be a pendant of its

creativity and retail attraction. This affirmed three elements required at the

Fuzzy Front End (FFE), i.e., originality, value, and commercial appeal.

Hägg and Kurczewska, [44]

Towards a Learning

Philosophy Based

on Experience in

Entrepreneurship

Education

Europe

Phenomenology method

Experience researcher

This paper illustrates the philosophic bases of entrepreneurship education

by concerning knowing via experience. We present a graph that handles

immediate and secondary experiences and their interplay as well as a

prototype that also indicates how educative entrepreneurial experience can

be analyzed through practical phenomenology.

The effects present making our pedagogical interventions via an

experience-based pedagogy, where the student begins their learning in the

topic parts. This stays a challenge due to the border situations of education

set by governmental organizations in other nations but is necessary to hold

in intellect. We discourse on the significance of lived experience, learning

by doing; thinking as a genuine part, and activity orientation. We likewise

synthesize the growth of the domain to construct a basis for additional

inquiries desired at comprehending how we can explain our issue in

forthcoming exertions that are always veiled in suspense.

10.

Killingberg, Kubberød, [54]

Preparing for a future career

through entrepreneurship

education: Towards a research

agenda

Norway

Literature review

entrepreneurial education

graduates in Norway

The article explains how EE may allow or restrain the graduates’ access,

growth, and metamorphosis in the labor demand. To create the theoretical

ideas, the writers make a processual conceptualization of employability.

Seven recommendations are given to conceptually analyze how

competencies that are acquired via EE may impact the employability of

graduates in active labor demand. The recommendations fibbed the

groundwork for prospective reflections on EE graduates’ employability and

set a study plan for how the employability of these graduates could be

explored. This paper made on the concept that competencies created in EE

might be classified under the three titles of ‘know-what’, ‘know-how’, and

‘know-why’ competencies, and we have established how to separate type is

particularly dominant during various stages of employability.

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Volume 22, 2023

Murphy, Hood, [55]

The Heptalogical Model of

Entrepreneurship

USA and China

Literature review

8 Article

In this paper, the researcher presents the HM (Heptalogical Model) as an

ideational basis for EE, pedagogy, practice and program expansion, and

external arrangements with entrepreneurial experience partners. The

prototype is the outcome of years of utilization in the instruction of

thousands of students worldwide by various educators at numerous

organizations and application in hundreds of outreach conferring tasks with

entrepreneurial ventures. Leveled in the ideational chronology of

entrepreneurship theory and education, the HM presents a different path

that is not individual or venture-centric. Its sense explains how many styles

of entrepreneurs and ventures grow, develop, and act in practical ways. The

model is amenable to the extreme diversities of entrepreneurial phenomena

across sectors, industriousness, and civilizations.

Source: Data Analysis, 2022

Fig. 2: Entrepreneurship Education Map (Source:

Adapted from, [40])

First, pedagogy is a knowledge transmission where

the lecturer is needed as a second person or

mediator in the learning that is carried out. Second,

andragogy is a facility for organizing student

activities independently, where they will identify

and analyze real-life problems and then propose

solutions and do so. Third, heutagogy is learning

them is an agent of change who is responsible for

the goals and actions they choose and take. Students

have different environmental, social, economic, and

cultural backgrounds and thought structures so they

will build their entrepreneurial frame of mind based

on the realities that exist around them.

Based on this study, entrepreneurship learning in

higher education places students as the first person

(subjective), the teacher as the second person (inter-

subjective), and the practitioner/entrepreneur as the

third person (objective), [40], [57]. However, in this

study, there are still other elements as the fourth

(inter-objective) person who also influences the

success of the entrepreneurial learning process,

namely society. This criticizes the opinion of [40],

the critique is based on the grand habitus theory

which states that skill practice requires a certain

social environment to develop. The theory is

developed into the Forms of Capital, [58]. Social

capital involves trust and reciprocal relationships

that exist in social networks in entrepreneurial

development, [25], [26], [27], [28], [29].

This relationship then becomes a value-driven

activity (cultural capital), [31]. The habitus theory

that develops into a study of the forms of capital

places society as an inter-object of social change,

which on the one hand provides opportunities and

satisfaction but on the other hand, requires service

and empowerment. Ultimately research, teaching,

and knowledge exchange at universities contribute

to economic development in the areas where they

are located, [59], [60] In this study, a collaboration

between academics, students, the community, and

practitioners of profit and non-profit organizations

in learning design is very useful, [41].

The chart places the first, second, third, and

fourth people as a system (Quadcore) that supports

each other. Students as the first person (subject) are

individuals who carry out entrepreneurial learning

experiences based on the goals they formulate

themselves. Entrepreneurship education must be

carried out by learning by doing, this will help

harmonize theories and real conditions in the field to

create learning experiences and foster new

knowledge. So there is no reason that

entrepreneurship education is not implemented in

practice. Practical space will be provided and

directed by educators by looking at the project plan

from their creative imagination. In this discussion,

the class is also a space for reflection on the realized

learning experiences of students. Students also have

interactions with the community because, on the one

hand, they are also part of it. The community is a

real party that provides space to analyze potential

opportunities and requires empowerment to improve

their economic life.

Educators in the second person (inter-subject)

play a role in creating space for practical reasoning

inside and outside the classroom. Educators assume

themselves as the community, mediators, and

facilitators who bridge the needs of students'

experiences to conceptual tools built by

practitioners/entrepreneurs, and social perceptions

built by the community. Educators must be able to

understand the creative imagination of students and

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Tubagus Ali Rachman Puja Kesuma,

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Volume 22, 2023

provide a conceptual framework based on third-

person perceptions. Classes that provide space for

participants as an arena for reasoning and facilitate

their learning experiences will result in meaningful

entrepreneurial learning.

Entrepreneurs/are trusted as the third person

(object) of synthesizing concept participation,

models, and domains needed to become successful

entrepreneurs. This synthesis will produce objective

knowledge that is used by educators to map the

ontology of entrepreneurial space and provide a

basic conception of entrepreneurial practice as a

configuration/transformation of individuals to their

environment. Entrepreneurs have entrepreneurial

experience from the services provided to create

satisfaction with society as customers.

Meanwhile, society as the fourth person (inter-

object) acts as the market share, namely the

marketing object of entrepreneurial activities.

Whatever is produced must make society a market

and regulator of economic rhythm. The community

provides all the potential that entrepreneurs,

teachers, and students need. However, the

community also needs maximum service and

empowerment to maintain their welfare. To create

meaningful entrepreneurship education, the

involvement of the four elements in learning is

necessary. The four components represent the

development of social capital, [24] as a form of

capital in developing entrepreneurial learning.

Based on the study of educational approaches, the

concept of pedagogy occurs when the interaction of

educators with students meets in class. Interaction

takes the form of the transfer of knowledge based on

theoretical and practical studies. The concept of

andragogy occurs when students analyze

opportunities in society and provide empowerment

afterward. And in the end, the concept of heutagogy

occurs when students formulate their solutions to

the entrepreneurial opportunities they find and

implement them.

4.2 Character of Entrepreneurship

Character is an important thing to emphasize in

entrepreneurship learning in college, because

character is a key to a person's success in life,

including entrepreneurship [35]. A well-developed

character will stabilize entrepreneurial intention and

motivation which can be measured through

demographic data, personality traits [61], and

contextual factors, [62]. In the research of [37]

entrepreneurial skills are strongly supported by

personality variables. Identification of the character

of aspirations and entrepreneurial efforts is to create

a more complete and comprehensive change in the

knowledge of the procedure of finding,

transforming, value innovation, and finally riches

creation, [63].

There are three keys to understanding

emancipatory entrepreneurship, namely:

understanding how civilization grows via complete

and innovative action, pro-social action concerning

the allocation of opportunities for new sociable

strata, and the interaction of imagination and

practice, [36]. Several studies show that

entrepreneurial competencies include: a) identifying

and using entrepreneurial opportunities as the main

competence of entrepreneurs, [64], b) managerial,

[65], c) cognitive [66], [67], [68], d) attitudes, [69],

and e) social competence of entrepreneurs as a result

of their business performance, [70], [71]. These

competencies are developed in a conceptual

construction model, [72]. This model links the

personal competencies of entrepreneurs and their

leadership and business implementation. At the core

of this model fibs a collection of six key

entrepreneurial capabilities (ideational, opportunity,

connection, organizing, technique, and dedication).

Analyses have determined three elements of

responsibility competencies – motivational (self-

efficacy), moral (responsibility to do the right

thing), and cognitive (learning and self-

management).

Based on this study, it is proposed five

personality variables that shape entrepreneurship,

which are known by the acronym OCEAN. But in

testing, only three affect entrepreneurial skills.

OCEAN is the precursor of these entrepreneurial

skills [37]. This implies that personality enhances

entrepreneurial skills itself. The ability to seek new

experiences, and be creative, innovative, and open

are personal skills that lead to the development of

entrepreneurial skills, [73]. Another opinion adds

that leadership, communication, and enthusiasm,

positively affect entrepreneurial skills, [74]. Self-

confidence and resilience in the face of stressful

situations - that is, the absence of neuroticism - also

represent a positive background for entrepreneurial

skills, [75], [76]. However, awareness and

friendliness do not affect entrepreneurial skills. This

first result contradicts the results obtained by [73].

Our results also contradict the literature, [77], [78],

as there is no evidence that high levels of

conformity positively affect entrepreneurial skills.

Various research studies on the character needed

by students in entrepreneurship learning lead to the

integration of creativity and innovation, [42], [43],

[49], [50]. This integration will essentially help

educators understand how pedagogical interventions

and teaching initiatives can stimulate emotions in

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them, [41] to develop originality, value, and

commercial appeal. Learning efforts and

pedagogical interventions should help students

overcome anxiety by targeting needs that are rarely

addressed to consider influences and emotions, [45],

[46], [47], [48], [79], [80].

4.3 Entrepreneurship Learning based on

Project

Based on the involvement of the parties in

entrepreneurship learning and the need for character

development of students, an ideal learning concept

is needed in the classroom. The class must develop

control over various activities inside and outside,

not only function traditionally. The entrepreneurial

learning approach in higher education emphasizes

meeting students' needs for critical thinking and

experimental skills, [16], [81], [82], which means

integrating the concepts of pedagogy, andragogy,

and heutagogy, [56].

Several learning models have ideal

characteristics to be applied to entrepreneurship

learning. [55] formulate a Heptalogical model for

entrepreneurial learning. Figure 3 illustrates the

model of entrepreneurship education. This model is

in line with effectuation approaches, [83], lean

startup, [84], and other models, [85], by accepting

the diversity of entrepreneurial phenomena across

sectors, industries, and cultures. This Heptalogical

model accommodates the involvement of 4 parties

as discussed in the previous section.

Other research studies show that there is also a

citizens project learning model which is a form of

application of behaviorism and constructivism

theory. This model is commonly used at the high

school level for civics subjects, especially

concerning public policy. This model is a form of

application of behaviorism and constructivism

theory in developing knowledge, disposition, skills,

confidence, commitment, and competence in

citizenship subjects with 6 learning stages. The six

stages of project citizens are:

1. identify problems in society,

2. choose a problem to be studied by the class.

3. collect information related to the problem,

4. develop a class portfolio,

5. present the portfolio before the jury, and

6. Reflect on learning experiences, [86]

This model has the same principle as the

Heptalogical model and is relevant to be developed

in entrepreneurship courses in universities because

the endpoints are critical thinking and character

development. However, because this is developed at

the university level, it is necessary to improve the

stages of the project citizen model to meet the

entrepreneurial competence needs of students in

tertiary institutions. Theoretically, the prospect of

entrepreneurship studies is to contribute to a

movement that maintains the character and ability of

students to imagine socially about social change and

implement it, [87], [88]. Entrepreneurship is seen as

a potential “pro-social force” in society, [21], [22],

[23]. Entrepreneurial ideas and efforts are to provide

a deeper understanding. Complete and

comprehensive about the process of discovery,

change, value creation, and finally wealth creation,

[51], [52], [63].

Based on the study of these two models, the

researcher then develops the competency demands

and psychological characteristics of students in

higher education in a refinement stage. The stage of

completing the project citizen model is the

"realization/actualization" of the solutions offered in

the previous stage. Because through the

"realization/actualization" stage, students will

implement their entrepreneurial imagination based

on the identification, analysis, discovery/creation,

and mapping (portfolio) processes carried out in the

previous stage. Learning in higher education is not

only limited to planning a learning project, their

mindset and psychology can apply/implement what

they have planned. Therefore, by continuing to

involve four parties (quadcore) in entrepreneurship

learning, entrepreneurial learning activities are

developed to be as follows:

Fig. 3: Model of Entrepreneurship Education

Source: adapted from [55]

The entrepreneurship learning scheme designed

combines field survey activities, literature studies,

practitioner engagement, portfolio preparation, and

field practice. This learning scheme originates in a

behavioristic approach through a series of reciprocal

stimuli and responses, [33], [53], [89]. Refinement

of the model will help students to learn new skills

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including direct interactive teaching, modeling, and

demonstration, [90]. The teaching model is defined

as a structured sequence designed to elicit certain

types of thoughts or responses to achieve specific

learning outcomes.

Lecturers should assist in designing and

determining instructional choices, and guide

teachers to define strategies, techniques, and

methods. Achieve the desired behavior change in

students. Build a conducive learning environment.

Assist in developing and selecting teaching

materials. Facilitate in determining teaching and

learning activities. It helps in curriculum

construction. The teaching model acts as a

foundation for teaching theory. This allows teachers

to choose the correct teaching materials.

Educational activities are designed based on the

teaching model. One model that the lecturer chooses

is the Interaction Model. Flander proposed this

model. This model emphasizes more on the

interaction between teacher and learner. It divides

classroom behavior into categories. Elements of

these model objectives entering behavior

presentation evaluation. This is under the goal that

entrepreneurial learning must be able to form

creative and innovative characters of students, [42]

so that the "realization/actualization" stage is a form

of implementation.

5 Conclusion

Researchers who discussed entrepreneurship

education and published it on SAGE have

conducted an in-depth study of the involvement of

stakeholders in its learning. Various weaknesses and

strengths are analyzed, to obtain the following

conclusions: 1) the parties involved and contributing

to the success of entrepreneurship learning are

students, educators, entrepreneur practitioners, and

the community. 2) the involvement of the four

parties is conceptualized in a combination of

learning which includes field survey activities,

literature studies, the involvement of practitioners,

portfolio preparation, and field practice.

Limitations

This systematic review focuses on scientific articles

published by SAGE publications which are shared

with open access in 2020. Similar studies that target

publishers and publication years greatly enrich

empirical facts from entrepreneurship education in

tertiary institutions. The research findings have

resulted in a systematic (quad-core) involvement of

parties in entrepreneurship learning in higher

education, the ideal concept of learning involving

these parties has also been offered. However, the

testing has not been carried out and is a gap to be

operationalized in future studies.

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Contribution of Individual Authors to the

Creation of a Scientific Article (Ghostwriting

Policy)

Tubagus Ali Rachman Puja Kesuma, Undang

Rosidin, Dwi Yulianti, Pargito, Ridwan and Imam

Mustofa propose ideas and draft research.

Tubagus Ali Rachman Puja Kesuma, Deri Cicira,

Wardani, Atik Purwasih, Arifki Zainaro,

Usastiawaty C.A.S. Isnainy, and Rias Tusianah have

organized and executed the collecting data field.

Tubagus Ali Rachman Puja Kesuma, Ridwan, Ade

Mulyanah, Edy Irawan, Sujarwo and Achril

Zalmansyah were responsible for the integration of

the discussion.

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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 conflicts of interest to declare

that are relevant to the content of this article.

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