Prisma Sains: Jurnal Pengkajian Ilmu dan October 2023. Vol. 11, No.

4
Pembelajaran Matematika dan IPA IKIP Mataram p-ISSN: 2338-4530
https://e-journal.undikma.ac.id/index.php/prismasains/index e-ISSN: 2540-7899
e-mail: prismasains.pkpsm@gmail.com pp. 1145-1152

The Impact of Entrepreneurship Education Programs (EEPs) on Students'

Entrepreneurial Interests
Taufik Samsuri1, Saiful Prayogi1*, Ni Nyoman Sri Putu Verawati2
1
Mandalika University of Education, Mataram 83126, Indonesia
2
Department of Physics Education, University of Mataram, Mataram 83125, Indonesia

*Corresponding Author e-mail: saifulprayogi@undikma.ac.id

Received: September 2023; Revised: September 2023; Published: October 2023
Abstract
This study delves into the impact of Entrepreneurship Education Programs (EEPs) at universities on fostering
students' entrepreneurial interests, employing a qualitative approach to gauge the effectiveness of these programs.
Through in-depth interviews with 20 students participating in an EEP at a private university, the research uncovers
a significant gap between the theoretical knowledge imparted by these programs and the practical skills and
motivations needed to pursue entrepreneurship. The findings reveal that while students value the theoretical
underpinnings of entrepreneurship taught in these programs, the lack of hands-on, experiential learning
opportunities and direct engagement with successful entrepreneurs leaves them feeling underprepared and
insufficiently inspired to embark on entrepreneurial ventures. Students expressed a strong desire for EEPs to
incorporate more real-world applications, such as internships, project collaborations, and mentorship from
seasoned entrepreneurs, to bridge the gap between academic learning and practical entrepreneurial experience.
The study concludes with recommendations for universities to redesign EEPs to include a greater emphasis on
experiential learning and engagement with the entrepreneurial ecosystem, aiming to better equip students with the
entrepreneurial mindset, skills, and networks necessary to succeed in their entrepreneurial endeavors. By
highlighting these insights, the study contributes to the ongoing discourse on the optimization of entrepreneurship
education to more effectively cultivate the next generation of innovators and entrepreneurs, underscoring the need
for a more integrated approach that balances theoretical knowledge with practical application and inspiration.

Keywords: Entrepreneurship education programs, entrepreneurial interests, theoretical knowledge, practical

skills

How to Cite: Samsuri, T., Prayogi, S., & Verawati, N. (2023). The Impact of Entrepreneurship Education
Programs (EEPs) on Students' Entrepreneurial Interests. Prisma Sains : Jurnal Pengkajian Ilmu dan
Pembelajaran Matematika dan IPA IKIP Mataram, 11(4), 1145-1152. doi:https://doi.org/10.33394/j-
ps.v11i4.11183
Copyright© 2023, Samsuri et al.
https://doi.org/10.33394/j-ps.v11i4.11183
This is an open-access article under the CC-BY License.

INTRODUCTION
In the current landscape of higher education, entrepreneurship education programs
(EEPs) have gained prominence as institutions worldwide acknowledge the importance of
cultivating entrepreneurial skills among students (Bae et al., 2014). This shift towards
integrating entrepreneurship into curricula is not only a response to the demand for job creators
but also a recognition of entrepreneurship's capacity to tackle societal challenges through
innovation (Zhang et al., 2013). Early institutions that spearheaded entrepreneurship education
understood that it transcends business establishment, emphasizing a culture of innovation and
resilience (Piperopoulos & Dimov, 2014). What initially began as a few courses has developed
into comprehensive programs across various disciplines, blending theory with hands-on
experiences (Cao & Jiang, 2017). This progression highlights the interdisciplinary nature of
entrepreneurship, drawing from fields such as economics, psychology, sociology, and
technology, necessitating a comprehensive educational approach (Kuratko, 2005).

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Entrepreneurship education aims to furnish students not only with academic knowledge
but also with the mindset, skills, and adaptability crucial for navigating the dynamic future job
market (Wei et al., 2023). Research indicates that entrepreneurship education positively
impacts students' entrepreneurial intentions, underscoring the role of education in fostering an
entrepreneurial mindset (Byun et al., 2018). Furthermore, there is a growing focus on the
quality of entrepreneurship education in colleges and universities, with an emphasis on
concepts, models, challenges, and enhancement strategies (Yue, 2021). Studies on the
effectiveness of entrepreneurship education programs emphasize the importance of a
curriculum that extends beyond traditional classroom teaching to encompass non-academic
learning experiences (Shahidi, 2022). In conclusion, the integration of entrepreneurship
education into higher education signifies a strategic endeavor to prepare students for the
intricacies of the modern economy by instilling entrepreneurial thinking, skills, and self-
efficacy. This shift in educational paradigm underscores the significance of equipping students
with the tools not only to excel in their chosen fields but also to innovate, create value, and
contribute meaningfully to society.
EEPs have evolved to foster an entrepreneurial mindset among students across various
academic disciplines, emphasizing creativity, proactive idea implementation, and resilience in
the face of failure (Bell & Bell, 2020). These programs aim to equip students with the skills
necessary to transform their innovative ideas into successful ventures, thereby contributing to
economic growth and diversification (Bell & Bell, 2020). Moreover, entrepreneurship
education is increasingly recognized as a catalyst for societal change, enabling students to
address social issues through sustainable business practices and social entrepreneurship (Bell
& Bell, 2020).
However, the implementation of entrepreneurship education encounters challenges.
Critics argue that entrepreneurship is a trait that is honed through real-world experiences rather
than traditional classroom instruction, posing a fundamental challenge to teaching
entrepreneurship (Kuratko, 2005). Additionally, there is an ongoing debate regarding the most
effective pedagogical approaches for entrepreneurship education, with differing opinions on
whether to focus on theoretical foundations or experiential learning (Kuratko, 2005).
Furthermore, assessing the success of EEPs is complex, as the impact of entrepreneurship
education may not be immediately observable and can vary significantly among individuals
(Duval‐Couetil, 2013).
While entrepreneurship education has expanded and shown promise in nurturing
entrepreneurial skills among students from diverse backgrounds, challenges persist in terms of
its implementation and assessment. Addressing these challenges requires a nuanced
understanding of pedagogical practices, the incorporation of experiential learning, and ongoing
research to evaluate the effectiveness of entrepreneurship education programs. Specifically, the
current research aims to assess the extent to which entrepreneurship education programs
(EEPs) at universities influence the development of students' interests in entrepreneurship.

Theoretical Background
Entrepreneurship education is based on the premise that entrepreneurial skills can be
taught and acquired. These educational initiatives aim to equip students with a comprehensive
understanding of business operations, risk management, innovation, and opportunity
recognition, while also fostering soft skills like creativity, leadership, and resilience (Bae et al.,
2014). The literature underscores a variety of pedagogical methods such as case studies,
project-based learning, internships, and incubation centers, which facilitate experiential
learning and enhance practical comprehension of entrepreneurship (Peterman & Kennedy,
2003). Research has shown a positive correlation between entrepreneurship education and
entrepreneurial intentions, albeit with varying effects based on the level of prior exposure to
entrepreneurship (Fayolle & Gailly, 2013).

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Despite the growing recognition of entrepreneurship as a key economic driver, challenges

persist in the implementation of entrepreneurship education programs. There is ongoing debate
regarding the effectiveness of different pedagogical approaches, with questions surrounding
whether entrepreneurship can truly be taught or if it is an inherent trait refined through
experience (Kuratko, 2005). Additionally, assessing the impact and success of
entrepreneurship education remains a complex task, as the outcomes may not be immediately
observable and can vary significantly among individuals (Graevenitz et al., 2010).
Efforts to enhance the quality of entrepreneurship education include models for
evaluating program effectiveness (Fan et al., 2022), strategies to increase students'
entrepreneurship intentions (Byun et al., 2018), and the development of competency-based
learning frameworks (Simatupang & Bajari, 2021). Moreover, there is a call for the integration
of entrepreneurship education across various educational levels, drawing on core theories in
entrepreneurship literature such as experiential learning and effectuation theory (Slišāne,
2021). The literature also emphasizes the importance of policies and practices that promote
entrepreneurial education to drive economic growth (Alakaleek, 2019).
In conclusion, entrepreneurship education plays a vital role in equipping students with
the skills and mindset necessary for entrepreneurial success. While the field continues to
evolve, addressing challenges related to pedagogy and program design is crucial for
maximizing the impact of entrepreneurship education on individuals and society.

METHODS
This study adopts a qualitative research approach to explore the impact of
Entrepreneurship Education Programs (EEPs) on students' entrepreneurial interests at a private
university known for its comprehensive EEPs in 2023. The qualitative methodology was
chosen for its ability to provide deep insights into the participants' experiences, perceptions,
and motivations, allowing for a nuanced understanding of how EEPs influence students'
interests in entrepreneurship. The research focuses on capturing the complexities and dynamics
of students' entrepreneurial development, which quantitative methods may not fully reveal.
The study involved open interviews with 20 students who were actively participating in
the university's EEP during the research period. These students were selected through
purposive sampling to ensure a diverse representation of academic disciplines, stages in the
entrepreneurship program, and backgrounds. This diversity was intended to capture a broad
spectrum of experiences and insights into how the EEP influences participants' entrepreneurial
interests.
A validated interview guide served as the primary research instrument for this study. The
guide was carefully designed to elicit comprehensive information on the students' experiences
with the EEP, including their motivations for joining, their assessment of the program's impact
on their entrepreneurial mindset, and the perceived changes in their entrepreneurial interests.
The validation process involved expert reviews to ensure the reliability and relevance of the
questions to the research objectives.
Interviews were conducted over a period of two months, with each session lasting
approximately 45 minutes to an hour. All interviews were audio-recorded with the participants'
consent and subsequently transcribed verbatim. The transcription process ensured accuracy in
capturing the participants' responses, which were then subjected to thematic analysis. This
involved coding the data to identify patterns, themes, and insights related to the development
of entrepreneurial interests among the participants. The analysis focused on interpreting the
qualitative data to understand the depth and nuances of students' experiences and perceptions
of the EEP.
To ensure the validity of the research data, the study relied on the saturation of responses
from respondents, where no new information was observed to emerge from the interviews,
indicating that the data collection had comprehensively covered the scope of the research
questions. Additionally, the results were validated by experts in entrepreneurship education to

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confirm their relevance and accuracy. Ethical approval for the study was obtained from the
university's research institute, ensuring that the research adhered to the highest standards of
academic integrity and respect for participants. This included obtaining informed consent from
all participants, guaranteeing anonymity, and ensuring the confidentiality of the responses.
By employing a qualitative approach and focusing on the experiences of students actively
engaged in an EEP, this study aims to provide valuable insights into how such programs
influence the development of entrepreneurial interests. The methodology, centered around in-
depth interviews and thematic analysis, allows for a rich exploration of the students'
perspectives, ensuring a comprehensive understanding of the impact of entrepreneurship
education at the university level.

RESULTS AND DISCUSSION

The qualitative analysis of interviews conducted with students participating in
Entrepreneurship Education Programs (EEPs) at a private university reveals that the brief,
predominantly theoretical approach of these programs did not significantly impact the students'
entrepreneurial interests. This section presents the key findings from the interview transcripts,
highlighting students' perceptions and experiences with the EEPs.
Lack of Practical Engagement
A recurring theme across the interviews was the students' dissatisfaction with the lack of
practical engagement within the EEPs. Many students expressed that while the theoretical
knowledge provided a foundation, it did not translate into an increased interest in
entrepreneurship due to the absence of hands-on experiences. One student mentioned,
"Learning about business models and strategies in a classroom setting was informative, but it
didn't ignite a passion for entrepreneurship. It felt too detached from the real-world challenges
entrepreneurs face."
Need for Real-World Application
The interviews underscored a clear desire among students for more experiential learning
opportunities within the EEPs. Students felt that engaging with real businesses, through
internships or project collaborations, would have made the educational experience more
impactful. "I was hoping for more than just lectures. Working directly with a startup or
developing our own business ideas would have given us a taste of what entrepreneurship truly
involves," another student reflected.
Lack of Inspirational Encounters
Several students pointed out that their entrepreneurial interests were not stimulated due
to the absence of interactions with successful entrepreneurs. They believed that guest lectures
or mentorship programs with entrepreneurs who could share their journeys and challenges
would have been highly motivational. "Hearing from someone who's been through the
entrepreneurial process, warts and all, would have been incredibly inspiring. It's those real
stories that make entrepreneurship feel accessible," a participant commented.
Theoretical Knowledge vs. Entrepreneurial Spirit
While students acknowledged the importance of theoretical knowledge in understanding
business fundamentals, they felt it was insufficient to develop a genuine entrepreneurial spirit.
The consensus was that entrepreneurship is as much about mindset and attitude as it is about
business acumen. "You can know all the theories in the world, but that doesn't make you ready
to start a business. It's the drive, the resilience, and the creativity that matter more," shared
one of the interviewees.
Suggestions for Improvement
When asked about improvements to the EEPs, students consistently recommended
incorporating more practical elements into the program. Suggestions included project-based
courses where students could work on their business ideas, partnerships with local businesses
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for internships, and more networking events with entrepreneurs. "To really foster an interest
in entrepreneurship, the program needs to bridge the gap between theory and practice. That's
where the real learning happens," concluded a student.
The qualitative data analysis reveals that the current structure of EEPs, with a heavy
emphasis on theoretical learning and a lack of practical experiences, falls short in fostering
students' interests in entrepreneurship. The students' insights and suggestions highlight a
critical need for programmatic adjustments that prioritize experiential learning, real-world
engagements, and inspirational encounters with seasoned entrepreneurs. To cultivate a genuine
entrepreneurial spirit among students, EEPs must evolve beyond the traditional classroom
model and embrace a more hands-on, immersive approach to entrepreneurship education.
The qualitative analysis conducted in our study highlights a significant gap between
theoretical learning and practical application within Entrepreneurship Education Programs
(EEPs) at universities. Students' feedback emphasizes the inadequacy of theoretical knowledge
alone in fostering a strong entrepreneurial spirit or interest in entrepreneurial ventures Pintrich
(2004). This finding is in line with scholars advocating for a practice-oriented approach to
entrepreneurship education, stressing the importance of hands-on experience and real-world
business engagement (Huang-Saad et al., 2018).
The lack of experiential learning is identified as a crucial shortcoming in current EEPs,
with students expressing a need for more interactive and practical opportunities, such as
internships, project collaborations, and business incubation (Fayolle et al., 2006). This
underscores the necessity for EEPs to incorporate learning methods that go beyond traditional
classroom settings. Such a shift aligns with pedagogical frameworks emphasizing experiential
learning, reflection, conceptualization, and experimentation in entrepreneurship education
(Autio et al., 2018).
Students' suggestions for more meaningful interactions with established entrepreneurs
reveal a missed opportunity within EEPs. These interactions not only serve as motivational
experiences but also bridge the gap between theoretical concepts and real-world application,
offering valuable insights into entrepreneurial endeavors (Zhang et al., 2022). This finding is
consistent with research highlighting the significant role of mentorship and role models in
shaping entrepreneurial intentions and aspirations (Ciuchta et al., 2017).
The distinction made by students between acquiring theoretical knowledge and
developing an entrepreneurial mindset points to a fundamental issue in entrepreneurship
education (Davey & Galán-Muros, 2020). Traits associated with the entrepreneurial spirit, such
as innovation, risk-taking, and resilience, are best nurtured through experiential learning and
facing challenges, rather than traditional lectures and textbooks (Murray, 2019). This
underscores the need to align EEP objectives with pedagogical approaches that prioritize
practical experiences to effectively cultivate entrepreneurial qualities in academic settings.
Students' recommendation for a closer integration of theoretical learning with practical
application underscores a broader pedagogical challenge (Bergmann et al., 2018). Bridging this
gap requires innovative curriculum design approaches that incorporate real-world problem-
solving, business planning, and venture creation within academic contexts (Whitchurch, 2011).
This integration not only enhances learning outcomes but also better prepares students for
entrepreneurial pursuits post-graduation. The proposal to involve students in real-world
projects and business partnerships as part of EEPs shows promise in providing students with
valuable insights into the complexities of entrepreneurship and fostering a realistic
understanding of entrepreneurial endeavors (Trihastuti et al., 2020). Engaging with actual
businesses can also expand students' networks, offering potential pathways to entrepreneurship.
In conclusion, our study's findings emphasize the need for universities to reevaluate their
role in nurturing entrepreneurship among students. While universities are well-suited to
provide a comprehensive education combining theoretical rigor with practical relevance, the
current approach to EEPs suggests a necessity for a more balanced curriculum that aligns
closely with students' entrepreneurial aspirations.

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CONCLUSION
The research undertaken to assess the impact of Entrepreneurship Education Programs
(EEPs) at universities on students' entrepreneurial interests has illuminated critical insights into
the efficacy of current educational strategies in fostering a genuine entrepreneurial mindset.
Despite the high expectations placed on these programs, our findings reveal a significant gap
between the theoretical knowledge imparted through EEPs and the practical, experiential
learning necessary to ignite a robust entrepreneurial spirit among students. The predominance
of classroom-based theoretical learning, with minimal exposure to real-world entrepreneurial
practices, has been identified as a primary shortfall in the existing curriculum. This disconnect
not only hampers the development of students' entrepreneurial interests but also calls into
question the overall effectiveness of EEPs in preparing future entrepreneurs capable of
navigating the complexities of the modern business landscape.
In response to these findings, it is imperative for universities and educators to reevaluate
and redesign EEPs with an emphasis on practical, hands-on experiences that bridge the gap
between academic knowledge and real-world application. Incorporating more experiential
learning opportunities, such as internships, mentorships, project collaborations, and
interactions with successful entrepreneurs, could significantly enhance the impact of these
programs. By doing so, EEPs can truly fulfill their potential as catalysts for developing the
entrepreneurial mindset, skills, and interests necessary for students to thrive in an increasingly
competitive and dynamic global economy. As we move forward, the continuous evolution of
entrepreneurship education will play a crucial role in shaping the next generation of innovative
leaders and changemakers, underscoring the need for a collaborative effort among educational
institutions, industry partners, and policymakers to foster a more entrepreneurial society.

RECOMMENDATIONS
Based on the findings and discussions outlined in this study, we recommend that
universities and educators involved in Entrepreneurship Education Programs (EEPs) undertake
a strategic reevaluation and redesign of these programs to bridge the gap between theoretical
learning and practical application. First and foremost, EEPs should integrate more experiential
learning opportunities, such as internships with startups, live project collaborations, and
participation in business incubators or accelerators. These practical components will not only
enhance students' understanding of entrepreneurial processes but also foster the development
of essential skills such as problem-solving, resilience, and innovation. Additionally, creating
platforms for regular interaction with successful entrepreneurs—through guest lectures,
mentorship programs, and networking events—can provide students with valuable insights into
the entrepreneurial journey, offering inspiration and practical advice. Such initiatives could
serve to demystify the path to successful entrepreneurship and stimulate students’ interest in
pursuing entrepreneurial ventures.
Furthermore, entrepreneurship education curriculum designers are encouraged to adopt
a more holistic approach that emphasizes the cultivation of an entrepreneurial mindset
alongside the impartation of business knowledge. This can be achieved by incorporating
coursework that focuses on creativity, risk management, and ethical business practices, as well
as offering support for student-led entrepreneurial projects. Universities should also consider
establishing partnerships with the business community to facilitate real-world exposure and
learning. To ensure the continuous improvement and relevance of EEPs, feedback mechanisms
involving current students and program alumni should be implemented, allowing for the
iterative refinement of program content and teaching methods based on direct stakeholder
input. By adopting these recommendations, EEPs can more effectively nurture the next
generation of entrepreneurs, equipping them with the knowledge, skills, and inspiration needed
to contribute to economic innovation and growth.

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