Ismail, Riyaad; Vande s ae en, Johanna; Slabbinck, Hend ik
A icle
The s uden en ep eneu ial in en ion cloud: a e iew o
e iews
Cogen Business & Managemen
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Sugges ed Ci a ion: Ismail, Riyaad; Vande s ae en, Johanna; Slabbinck, Hend ik (2024) : The s uden
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The s uden en ep eneu ial in en ion cloud: a
e iew o e iews
Riyaad Ismail, Johanna Vande s ae en & Hend ik Slabbinck
To ci e his a icle: Riyaad Ismail, Johanna Vande s ae en & Hend ik Slabbinck (2024) The
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11:1, 2344046, DOI: 10.1080/23311975.2024.2344046
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En Ep EnEu ship & inno a ion | E iEw a iclE
Cogen Business & ManageMen
2024, VoL. 11, no. 1, 2344046
The s uden en ep eneu ial in en ion cloud: a e iew o e iews
iyaad ismaila,b , Johanna ande s ae ena,b and hend ik slabbinckb,c
aDepa men o Managemen , Facul y o Business and economics, an we p Cen e o en ep eneu ship Resea ch, uni e si y
o an we p, an we p, Belgium; bCen e o R&D Moni o ing (eCooM), B ussels, Belgium; cDepa men o Ma ke ing,
inno a ion and o ganisa ion, Facul y o economics and Business adminis a ion, ghen uni e si y, ghen , Belgium
ABSTRACT
Despi e he weal h o li e a u e on ac o s in luencing s uden en ep eneu ial in en ions
(sEis), as well as se e al e iew a icles ha ing p o ided an o e iew, he complexi y o
hei in e ela ionships emains inadequa ely unde s ood. Fu he mo e, he sca e ed
use and adop ion o heo ies by e iew a icles o p esen hei indings makes i e en
mo e di icul o c ea e a compa a i e o e iew and could p e en in eg a ion. in his
a icle, we add ess his and conduc a sys ema ic li e a u e e iew (sl ) o 23 e iew
a icles. as such, we p o ide an o e iew o he ac o s in luencing sEi and ou line how
hey a e in e ela ed, un a elling much-needed esea ch a enues in his s udy domain.
he s udy e eals ha he heo y o planned beha iou ( pB) and en ep eneu ial e en
heo y (EE ) is p edominan in sEi esea ch. i iden i ies 63 ac o s a ec ing sEi,
ca ego ised in o se en g oups, wi h no able in e ela ions wi hin and ac oss hem.
Based on he gaps and ends iden i ied in his e iew o e iews, u u e ecommenda ions
a e pu o wa d o esea che s and en ep eneu ship policymake s o ensu e he
e ec i e de elopmen o an en ep eneu ial en i onmen o cul i a e sEi.
1. In oduc ion
Educa ional ins i u ions se e as i al incuba o s o en ep eneu ial ac i i y, shaping en ep eneu ial
mindse s and encou aging s uden s o p e e he au onomy o sel -employmen o e adi ional
employmen h ough awa eness c ea ion and by p o iding essen ial en ep eneu ial knowledge and
skills (al-lawa i e al., 2022; aziz e al., 2021). he ecogni ion o hei pi o al ole in os e ing en e-
p eneu ship has p omp ed an inc ease in suppo i e policies aimed a enhancing s uden en ep e-
neu ship suppo policies (Be gmann e al., 2016; siegel & w igh , 2015). his s a egic emphasis on
en ep eneu ship suppo aids in embedding an en ep eneu ial cul u e (Ec) ac oss a ious educa ional
se ings (al-lawa i e al., 2022; Be gmann e al., 2016), such as highe educa ion ins i u ions (hEis) and
seconda y schools.
he con ex ual na u e o en ep eneu ship, including s uden en ep eneu ship, as ou lined by
Be gmann e al. (2016), sugges s ha he su ounding en i onmen signi ican ly impac s s uden s’ en e-
p eneu ial in en ions and beha iou . a blend o cu icula and ex acu icula en ep eneu ial suppo is
c i ical o augmen ing s uden s’ p opensi y owa ds ini ia ing en ep eneu ial en u es (Be gmann e al.,
2016). pa icipa ion in en ep eneu ial ac i i ies no only os e s inno a ion and c ea i i y wi hin aca-
demic ealms bu also equips s uden s wi h i al skills such as c i ical hinking, p oblem-sol ing and
leade ship, essen ial o hei p o essional jou ney (Bae e al., 2014; nabi e al., 2017).
© 2024 he au ho (s). Published by in o ma uK Limi ed, ading as aylo & F ancis g oup
CONTACT Riyaad ismail [email p o ec ed] Depa men o Managemen , Facul y o Business and economics, an we p
Cen e o en ep eneu ship Resea ch, uni e si y o an we p, an we p, Belgium
h ps://doi.o g/10.1080/23311975.2024.2344046
his is an open access a icle dis ibu ed unde he e ms o he C ea i e Commons a ibu ion License (h p://c ea i ecommons.o g/licenses/by/4.0/), which
pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. he e ms on which his a icle has been
published allow he pos ing o he accep ed Manusc ip in a eposi o y by he au ho (s) o wi h hei consen .
ARTICLE HISTORY
ecei ed 25 Decembe
2023
e ised 27 Ma ch 2024
accep ed 10 ap il 2024
KEYWORDS
s uden en ep eneu ship;
s uden en ep eneu ial
in en ion; sys ema ic
li e a u e e iew; umb ella
e iew; e iew o e iews
REVIEWING EDITOR
oyedele ogundana,
no ingham en
uni e si y, uni ed
Kingdom o G ea B i ain
and no he n i eland
SUBJECTS
En ep eneu ship; highe
Educa ion;
En ep eneu ship and
small Business
Managemen ; small
Business Managemen
2 . isMail E al.
he Global uni e si y En ep eneu ial spi i s uden s’ su ey (2021) indica es a g owing in e es among
s uden s in en ep eneu ship, wi h an inc ease in en ep eneu ial in en ions om 28.3% in 2016 o 30.5%
in 2021, 5 yea s pos -g adua ion. his end unde sco es he s a egic signi icance o nu u ing s uden
en ep eneu ship ac oss global educa ional pla o ms, p esen ing educa ional ins i u ions as unique eco-
sys ems o en ep eneu ial explo a ion and de elopmen . he educa ional en i onmen ’s c i ical ole
ex ends beyond me e knowledge dissemina ion, ac i ely shaping he en ep eneu ial in en ions, mind-
se s and beha iou s o young lea ne s. i p o ides a comp ehensi e ounda ion ha exposes s uden s o
en ep eneu ial p inciples, p ac ices and cul u es, signi ican ly in luencing hei inclina ion owa ds en e-
p eneu ial beha iou .
Emphasising he alue o ea ly en ep eneu ship educa ion and suppo , G ego io and oli e (2022)
a gue ha en ep eneu ial skills a e mo e e ec i ely honed a a younge age; a pe iod o li e which is
ull o de elopmen po en ial. indeed, he Global En ep eneu ship Moni o (2023) e eals a highe
engagemen in ea ly-s age en ep eneu ial ac i i y among he younge demog aphic (18–34yea s), com-
pa ed o olde indi iduals (35–64yea s), highligh ing he e ile g ound educa ional phases o e o cul-
i a ing en ep eneu ial aspi a ions. Engaging young minds in en ep eneu ial endea ou s no only
p edisposes hem owa ds u u e en ep eneu ial ca ee s (as u y e al., 2022; Bazkiaei e al., 2020) bu
also ins ils a posi i e en ep eneu ial ou look (li e al., 2021) and amilia i y wi h en ep eneu ial ecosys-
ems (po i io e al., 2023). his exposu e eshapes pe cep ions owa ds social and en i onmen al en e-
p eneu ship, p omo ing i s economic and socie al alue (Gup a e al., 2020).
Elnadi and Ghei h (2021) and lihua (2021) men ion ha many s udies ha e been conduc ed ocusing
on he ac o s ha igge s uden en ep eneu ial in en ions (sEis), and nume ous ac o s ha e been
in es iga ed. howe e , he esea ch esul s ega ding hese ac o s and hei in e ela ionships a e ela-
i ely sca e ed (lihua, 2021). Mo eo e , nume ous en ep eneu ial in en ion heo ies and models exis ,
wi h some consis ing o di e en a iables and cons uc s (Jena, 2020). his has led o se e al e iew
a icles being conduc ed ocusing on he ac o s in luencing sEi (Gabbianelli e al., 2021; Kau & Bhinde ,
2019; Ke emaw, 2020; si a ajah & achchu han, 2013). impo an o no e, howe e , is ha such e iew
a icles end o ei he ocus on a speci ic cons uc such as demog aphical ac o s (e.g. Kau & Bhinde ,
2019), adop a speci ic en ep eneu ial in en ion heo y o model o p esen and desc ibe hei indings
( o example, heo y o planned beha iou [ pB]) (e.g. Massoua i & abdelbaki, 2022) o do no speci i-
cally in es iga e he in e ela ionship be ween he ac o s ha in luence sEi (e.g. Gabbianelli e al.,
2021). as a esul , his a he sca e ed app oach o p esen ing ac o s in luencing sEi may lead o gaps
in knowledge and limi ed applicabili y in eal-wo ld scena ios, especially when he in e ela edness
among ac o s is no conside ed. o add ess his, his a icle aims o map he ac o s in luencing sEi
based on he indings o exis ing e iew a icles, ul ima ely answe ing he ollowing esea ch ques ion:
‘wha a e he ac o s in luencing s uden en ep eneu ial in en ions, and how a e hese ac o s
in e ela ed’?
conduc ing a ‘ e iew o e iews’ is a ela i ely new e m and is commonly also desc ibed as an
‘umb ella e iew’ o an ‘o e iew o e iews’ (Faulkne e al., 2022). Faulkne e al. (2022, p. 74) u he
explain ha he idea behind a ‘ e iew o e iews’ (umb ella e iew) is o ‘p e en you om ge ing “soak-
ing we ” unde a “ ain o e idence”’. his would be he case when examining he indings o he inc eased
numbe o s udies ha ha e been conduc ed on ac o s in luencing sEi and is pa icula ly use ul when
esea ch ques ions a e wide in scope, and nume ous e iew a icles al eady exis ocusing on he opic
unde in es iga ion (Faulkne e al., 2022). a ‘ e iew o e iews’ is ideal o explo ing inconclusi e e i-
dence ac oss mul iple sys ema ic e iews (Ga es e al., 2020), which is he case in he indings ega ding
he ac o s in luencing sEi.
he indings o his a icle’s sys ema ic li e a u e e iew (sl ) will p o ide an o e iew o he mos
common heo ies used o in es iga e he an eceden s o sEi, iden i y he a ious ac o s ha in luence
sEi, and iden i y he in e ela ed ela ionships be ween hese in luencing ac o s. Based on he indings
o his s udy, gaps and ends can be iden i ied, and ecommenda ions o u u e esea ch can be made.
he indings can also guide uni e si y policymake s and en ep eneu ship s akeholde s o be e de elop
hei en ep eneu ial ecosys em o c ea e a mo e conduci e en i onmen o s imula ing sEi.
he me hodology adop ed in his s udy is elabo a ed in he nex sec ion, and he sea ch and selec-
ion p ocess o he included a icles is explained. his is ollowed by he esul s sec ion, p esen ing a
coGEn BusinEss & ManaGEMEn 3
desc ip i e o e iew o he included a icles. he ea e , he mos common heo ies o in es iga e sEi a e
elabo a ed on, ollowed by he p esen a ion and discussion o se e al ac o g oups in luencing sEi. he
pape concludes wi h a discussion, heo e ical implica ions, u u e esea ch ecommenda ions and a
conclusion.
2. Me hodology
o answe he esea ch ques ion, we conduc ed a sl on pape s published un il Feb ua y 2023 o ob ain
a b oade iew o exis ing knowledge and examine he ac o s and hei in e ela ionships in luencing
sEi. acco ding o K aus e al. (2020), a sl is a e iew p ocess ollowed o examine he exis ing body o
li e a u e ocusing on a speci ic opic while ollowing a anspa en and ep oducible me hodology. his
anspa ency and ep oducibili y p o ide an ad an age o e he adi ional e iew p ocess, which is no
sys ema ic (s uc u ed) in na u e (K aus e al., 2020). paul e al. (2021) concu , asse ing ha sl s a e by
a he mos in o ma i e and scien i ic ypes o e iews, a ibu ing o how igo ously hey a e conduc ed
and how well hey a e jus i ied. paul and Ba a i (2022) explain ha a sl aims o p o ide a comp ehen-
si e o e iew o wha is known wi hin a speci ic ield, a e which i p oposes di ec ions o u u e
esea ch based on wha is no known.
linnenluecke e al. (2020) explain ha an sl can ei he be au ho -cen ic o heme-cen ic.
au ho -cen ic e iews usually guide eade s ch onologically h ough he p esen a ion o key indings
published by a ious au ho s on a speci ic opic, while heme-cen ic e iews guide eade s h ough
p io publica ions ha ha e con ibu ed o de eloping ou unde s anding o hemes, concep s, o phe-
nomena o in e es (linnenluecke e al., 2020). his sl adop s a heme-cen ic app oach o ex ac ing
in o ma ion om he selec ed e iew a icles and s uc u ing he indings, speci ically ocusing on he
ac o s ( hemes) in luencing sEi.
sl s c ea e alue o eade s i hey adhe e o he ollowing h ee aspec s: (i) in eg a ing and syn he-
sising exis ing li e a u e o p o ide a s a e-o - he-a unde s anding; (ii) iden i ying ex an knowledge
gaps and inconsis encies; and (iii) signalling a enues o u u e esea ch (paul e al., 2021). a e we
unlaye ed he sea ch and selec ion p ocess, he ollowing in o ma ion is p o ided in his sl o ensu e
ha all h ee aspec s a e me . Fi s , an o e iew o he included a icles is p o ided. hen, as he
heme-cen ic app oach is adop ed, he indings om he included e iew a icles a e p esen ed, dis-
cussed and compa ed. hese indings a e s uc u ed acco ding o he ac o s ( hemes) in luencing sEi.
hi d and inally, gaps in he exis ing esea ch a e indica ed, and ecommenda ions o u u e esea ch
a e made.
2.1. Sea ch and selec ion p ocess
he sea ch and selec ion phases men ioned by Mohe e al. (2009) we e adop ed: iden i ica ion,
sc eening, eligibili y and inclusion. Be o e conduc ing a sl , linnenluecke e al. (2020) ad ise unde -
aking an ini ial scoping p ocess o gain a p elimina y o e iew o he cu en ield o opic being
in es iga ed, as well as o de ine he key concep s o be used wi hin one’s sea ch s ing. his ini ial
scoping p ocess was conduc ed on he da abases web o science (wos) and scopus o achie e he
ollowing pu poses: o ac as a p ecu so o a sys ema ic e iew, o iden i y he ypes o a ailable
e idence in a gi en ield, and o cla i y key concep s/de ini ions in he li e a u e (Munn e al., 2018).
Ki chenham and cha e s (2007) explain ha such an ini ial scoping p ocess can be done by using
basic keywo ds ob ained om he esea ch ques ion (in his case, ‘wha a e he ac o s in luencing
s uden en ep eneu ial in en ions, and how a e hese ac o s in e ela ed’?). hus, based on his
esea ch ques ion, he ollowing e ms we e used in he ini ial scoping p ocess ‘s uden *’ anD ‘en e-
p eneu *’ anD ‘in en ion*’. By doing so, i allowed he esea che s o ge an idea o he exis ing li e -
a u e and he keywo ds used. conside ing sha il e al. (2021) cau ion ha employing o e ly speci ic
keywo ds may yield mo e pe inen a icles, bu ca ies he isk o excluding po en ially ele an
eco ds, he esea che s op ed o ocus on an ins i u ional pe spec i e ( o example, ‘educa ion* ins i-
u *’ o ‘uni e si y*’ o ‘college*’ – see able 1 o al e na i es used) o allow o a b oade ini ial
4 . isMail E al.
inclusion o a icles om di e en le els. Based on his decision, h ee o e a ching keywo ds we e
conside ed ‘ins i u *’ (desc ibed as educa ional ins i u ions), ‘en ep eneu *’ ( ocusing on he indi idual
aspec ) and ‘in en *’ (de ined as one’s desi e o become an en ep eneu ).
Xiao and wa son (2019) asse ha he sea ch s ing can be ex ended by including synonyms,
abb e ia ions, al e na i e spellings and ela ed e ms. in his s udy, his was done by examining al e -
na i e keywo ds u ilised in p e ious esea ch accessible h ough wos and scopus, which align closely
wi h he ope a ional de ini ions p e iously men ioned (sha il e al., 2021). addi ionally, he selec ion
o keywo ds was u he e ined and alida ed by consul ing an online hesau us (sha il e al., 2021).
hese key e ms and hei al e na i es we e combined o c ea e sea ch e ms o he ac ual sys ema ic
sea ch ocusing on ou h ee ocus a eas: ins i u ion, en ep eneu and in en ion. he wildca d symbol
(*) was used o expand he sea ch, inc easing he chances o ob aining he mos ele an a icles o
his sl .
hese sea ch e ms we e combined o c ea e a sea ch syn ax o ob ain ele an a icles om aca-
demic da abases du ing a sys ema ic sea ch (adams e al., 2017; linnenluecke e al., 2020). in he i s
phase (iden i ica ion), a sea ch was conduc ed in he da abases wos and scopus, ocusing speci ically
on pee - e iewed jou nal a icles w i en in English and conside ed e iew a icles (see able 1). he
numbe o e iew a icles e u ned om wos and scopus was 68 and 127, espec i ely. o u he
expand he sea ch, Google schola was also explo ed o iden i y o he ele an jou nal-published
e iew a icles, iden i ying ano he 11 e iew a icles. a e emo ing 15 duplica es, 191 e iew a icles
emained.
he e e ence lis s o hese 191 a icles we e hen consul ed o iden i y addi ional ele an e iew
a icles ( home e al., 2016; Xiao & wa son, 2019), adding ano he wo e iew a icles. hus, he o al
numbe o e iew a icles ound h oughou he i s phase and selec ed o he second phase (sc een-
ing) was 193.
o inc ease he igou o he a icle selec ion p ocess and dec ease bias, a second esea che was
eques ed o be in ol ed in he sc eening, eligibili y and inclusion phases ( home e al., 2016; Xiao &
wa son, 2019; linnenluecke e al., 2020). conside ing he inclusion c i e ia (see able 2), he second
esea che , who is expe ienced in he ield o en ep eneu ship and sl s, also wen h ough he lis o
possible e iew a icles o be included wi hin hese phases o con i m whe he he app op ia e a icles
we e chosen o be included. when di e en opinions ega ding he inclusion o an a icle occu ed, a
e bal discussion occu ed o explain he easoning. in he second phase (sc eening), he i les, abs ac s
and keywo ds o he iden i ied 193 a icles we e sc eened (linnenluecke e al., 2020).
Based on he inclusion c i e ia, 157 a icles we e excluded, and 36 e iew a icles we e accep ed o
mo e o he hi d phase (eligibili y). Du ing he hi d phase, he ull ex o he a icles was sc eened o
de e mine hei eligibili y o inclusion, conside ing he same inclusion c i e ia indica ed p e iously. F om
hese 36 e iew a icles, 13 we e excluded, amoun ing o 23 e iew a icles o be selec ed o he sl ,
comple ing he ou h phase (inclusion). he p ocess ollowed, and he numbe o a icles e u ned o
each s ep a e summa ised and depic ed in Figu e 1.
Table 1. sea ch syn ax and esul s.
Da abase sea ch syn ax
Web o science s = ((‘ins i u *’ oR ‘highe educa ion* ins i u *’ oR ‘educa ion* ins i u *’ oR ‘educa ion* o gani?a ion*’ oR
‘college*’ oR ‘uni e si *’ oR ‘high school*’ oR ‘seconda y school*’) anD (‘en ep eneu *’ oR ‘en e p is*’)
anD (‘in en *’ oR ‘P opensi y’ oR ‘Desi e’ oR ‘De e mina ion’ oR ‘ambi ion’ oR ‘aspi a ion’))
scopus i Le-aBs-KeY ((‘ins i u *’ oR ‘highe educa ion* ins i u *’ oR ‘educa ion* ins i u *’ oR ‘educa ion*
o gani?a ion*’ oR ‘college*’ oR ‘uni e si *’ oR ‘high school*’ oR ‘seconda y school*’) anD
(‘en ep eneu *’ oR ‘en e p is*’) anD (‘in en *’ oR ‘P opensi y’ oR ‘Desi e’ oR ‘De e mina ion’ oR
‘ambi ion’ oR ‘aspi a ion’))
Table 2. a icle inclusion c i e ia.
inclusion c i e ia
he e iew a icle ocuses on ac o s in luencing en ep eneu ial in en ion (as he dependen a iable)
he e iew a icle sample consis s o a icles ocusing on (a) s uden sample(s)
he e iew a icle sample consis s o a icles ocusing on e ia y (highe ) o seconda y educa ion s uden s
coGEn BusinEss & ManaGEMEn 5
3. Resul s
3.1. O e iew o selec ed e iew pape s
able 3 p o ides a b oad o e iew o he 23 e iew a icles selec ed o be included in his e iew o
e iews pape . he yea o publica ion o hese a icles anges om 2007 o 2022, wi h he majo i y (7)
om 2022. hese a icles also s em om a di e se g oup o esea ch jou nals, wi h only Educa ion and
T aining and Managemen Re iew Qua e ly comp ising mo e han one a icle selec ed o his pape
(each consis ing o wo). o he 23 a icles, only 13 men ioned a publica ion yea limi a ion wi hin hei
inclusion c i e ia, wi h he a icle by apa icio e al. (2019) including he oldes a icles in hei e iew
om 1987. Fou e iew a icles did no men ion he numbe o a icles hey included wi hin hei s udy
(nabi & liñán, 2011; pi away & cope, 2007; singh e al., 2022; si a ajah & achchu han, 2013). Based on
he o he 19 a icles, he a e age numbe o a icles included in he e iew pape s is calcula ed o be
121. howe e , his a e age is skewed, wi h ou a icles ha ing mo e han 290+ (290; 325; 259; 454),
while he median is 73 a icles. Based on he analysis o he e iew a icles, se en majo ac o ca ego ies
we e iden i ied as ha ing been in es iga ed in e ms o in luencing sEi, including con ex ual, demo-
g aphical, social, en i onmen al, educa ional, cogni i e and pe sonali y ac o s. he mos common ac o
ca ego ies discussed in he e iew a icles o in luence sEi a e educa ional ac o s (21) and demog aph-
ical ac o s (13).
3.2. Theo ies used o in es iga e he ac o s in luencing s uden en ep eneu ial in en ions
F om he 23 e iew a icles included in his s udy, 13 men ioned he heo ies mos used by he
a icles hey e iewed o in es iga e he ac o s in luencing sEi. i is e iden ha he pB (ajzen,
1991) is he mos common (a icles 1, 4–10, 12, 17, 19, 21 and 22). acco ding o he pB, an indi-
idual’s beha iou is p edic ed by h ee a iables, namely pe sonal a i ude, subjec i e no ms and
pe cei ed beha iou al con ol (ajzen, 1991; ing ing e al., 2022). Gabbianelli e al. (2021) explain
ha , unlike he o he models, he pB allows schola s o in es iga e and p edic en ep eneu ial
in en ions by ocusing on bo h pe sonal and social ac o s. he second mos o en used heo y is
Figu e 1. PRisMa low diag am o he sea ch p ocess.
Sou ce: adap ed om Mohe e al. (2009).
6 . isMail E al.
Table 3. o e iew o included e iew pape s.
au ho s (yea ) i le Jou nal
Pape
inclusion
yea s
# o
pape s
included
Fac o s included
Con ex ual
ac o s
Demog aphical
ac o s
social
ac o s
en i onmen al
ac o s
educa ional
ac o s
Cogni i e
ac o s
Pe sonali y
ac o s
1al-Lawa i e al.
(2022)
en ep eneu ial cul u e in educa ional
ins i u ions: a scoping e iew
Cogen Business and
Managemen
2003– 2021 94 X
2Ca pen e and
Wilson (2022)
a sys ema ic e iew looking a he e ec
o en ep eneu ship educa ion on
highe educa ion s uden
he in e na ional Jou nal o
Managemen educa ion
2016– 2019 10 X X X X
3Kuma e al. (2022)en ep eneu ial in en ion among
uni e si y s uden s: does amily
backg ound ma e ? a na a i e
e iew
Malaysian Jou nal o social
sciences and Humani ies
– 34 X
4Maheshwa i e al.
(2022)
Fac o s a ec ing s uden s’ en ep eneu ial
in en ions: a sys ema ic e iew
(2005–2022) o u u e di ec ion in
heo y and p ac ice
Managemen Re iew
Qua e ly
2005–2022 290 X X X X X X X
5Massoua i and
abdelbaki (2022)
a e iew o he li e a u e on ac o s ha
may in luence en ep eneu ial
in en ion among uni e si y s uden s
eu opean scien i ic ins i u e – 25 X X X X X
6singh e al. (2022)impac o en ep eneu ship educa ion on
en ep eneu ial in en ion among
millennial gene a ion in india: a
e iew
in e na ional Jou nal o
Business and gene al
Managemen
– – X X
7 ing ing e al.
(2022)
a bibliome ic analysis o college
s uden s’ en ep eneu ial in en ion
om 2000 o 2020: esea ch ends
and ho spo s
F on ie s in Psychology 2000–2020 454 X X X X X X X
8aziz e al. (2021)Role o educa ional ins i u ions in
in luencing en ep eneu ial in en ions:
a scoping e iew
audi and accoun ing
Re iew
– 15 X
9gabbianelli e al.
(2021)
an o e iew o s uden s’ en ep eneu ial
in en ion an eceden s
Piccola imp esa small
Business
2006–2020 127 X X X X X X
10Bazan e al. (2020)a sys ema ic li e a u e e iew o he
in luence o he uni e si y’s
en i onmen and suppo sys em on
he p ecu so s o social
en ep eneu ial in en ion o s uden s
Jou nal o inno a ion and
en ep eneu ship
2011–2018 28 X X X X X
11B une and Lu z
(2020)
he e ec o en ep eneu ship educa ion
in schools on en ep eneu ial
ou comes: a sys ema ic e iew
Managemen Re iew
Qua e ly
1997–2017 21 X X
12Ke emaw (2020)De e minan s o en ep eneu ial
in en ions in uni e si y g adua ing
s uden s, e hiopia
in e na ional Resea ch
Jou nal o science and
echnology
2013–2019 16 X X X
13swa upa and goyal
(2020)
en ep eneu ial in en ions o s uden s:
e iew o academic li e a u e
in e na ional Jou nal o
scien i ic and
enginee ing Resea ch
2014–2019 100 X X X
(Con inued)
coGEn BusinEss & ManaGEMEn 7
au ho s (yea ) i le Jou nal
Pape
inclusion
yea s
# o
pape s
included
Fac o s included
Con ex ual
ac o s
Demog aphical
ac o s
social
ac o s
en i onmen al
ac o s
educa ional
ac o s
Cogni i e
ac o s
Pe sonali y
ac o s
14aami e al. (2019)a e iew o en ep eneu ship educa ion
esea ch in he special issues o
educa ion plus aining jou nal
educa ion and aining 2011–2018 59 X
15apa icio e al.
(2019)
Concep ual s uc u e and pe spec i es on
en ep eneu ship educa ion esea ch:
a bibliome ic e iew
eu opean Resea ch on
Managemen and
Business economics
1987–2017 325 X
16Kau and Bhinde
(2019)
in luence o demog aphic ac o s on he
en ep eneu ial in en ions: li e a u e
e iew in con ex o uni e si y
s uden s
hink india Jou nal – 52 X X X X
17Huang-saad e al.
(2018)
en ep eneu ship assessmen in highe
educa ion: a esea ch e iew o
enginee ing educa ion esea che s
Jou nal o enginee ing
educa ion
– 359 X
18nabi e al. (2017) he impac o en ep eneu ship
educa ion in highe educa ion: a
sys ema ic e iew and esea ch
agenda
academy o Managemen
Lea ning and educa ion
2004–2016 159 X X X
19Wu and Wu (2017)a decade o en ep eneu ship educa ion
in he asia paci ic o u u e
di ec ions in heo y and p ac ice
Managemen Decision 2007–2016 75 X X X
20Bae e al. (2014) he ela ionship be ween
en ep eneu ship educa ion and
en ep eneu ial in en ions: a
me a-analy ic e iew
en ep eneu ship heo y
and P ac ice
– 73 X X X
21si a ajah and
achchu han
(2013)
en ep eneu ial in en ions among
unde g adua es: e iew o li e a u e
eu opean Jou nal o
Business and
Managemen
– – X X X
22nabi and Liñán
(2011)
g adua e en ep eneu ship in he
de eloping wo ld: in en ions,
educa ion and de elopmen
educa ion and aining – – X X X X
23Pi away and Cope
(2007)
en ep eneu ship educa ion a sys ema ic
e iew o he e idence
in e na ional small Business
Jou nal
– – X X X X
Table 3. Con inued.
14 . isMail E al.
hese a iables include p io exposu e o en ep eneu ship, ini ial en ep eneu ial in en ion, en ep e-
neu ship cou se ype (elec i e o compulso y/ heo e ically o p ac ically o ien ed/semes e o wo kshop
o ma ), en ep eneu ship cou se con en (business planning/ en u e c ea ion), me hod o assessmen
and cul u al con ex . he e ec o en ep eneu ial cou ses (cu iculum) on en ep eneu ial in en ion, sub-
jec i e no ms and beha iou al con ol ends o be g ea e (al hough no always signi ican ) among s u-
den s wi h less p e ious exposu e o en ep eneu ial ac i i ies (a icles 6 and 11). Fu he mo e, he
impac o educa ion is also educed when he s uden s ha e a g ea e ini ial en ep eneu ial in en ion
(a icle 6). while whe he he cou se is o mula ed as a semes e o wo kshop o ma does no in luence
he sEi (a icle 6), elec i e cou ses end o be mo e in luen ial (a icles 2 and 6), as well as p ac ically
o ien ed cou ses (a icle 6). ca pen e and wilson (2022) (a icle 2) men ion ha he indings ega ding
compulso y en ep eneu ial cou ses on sEi a e mixed, and u he esea ch needs o be conduc ed on
his opic. he en ep eneu ship cou se con en was ound no o ha e an impac on he in luence o
en ep eneu ial cou ses (cu iculum) on sEi (a icle 6), bu he impac was g ea e when he me hod o
assessmen consis ed o con inuous assessmen (a icle 6). in a cul u al con ex whe e high in-g oup
collec i ism, low gende egali a ianism and low unce ain y a oidance a e expe ienced, en ep eneu ial
cou ses (cu iculum) ha e also been ound o ha e a g ea e in luence on sEi (a icle 6). pi away and
cope (2007) (a icle 21) also men ion ha en ep eneu ship educa ional p og ammes can shi in en ion-
ali y and pe cep ions ega ding he desi abili y and easibili y o becoming an en ep eneu . o e and
abo e he di ec e ec s o en ep eneu ial cou ses (cu iculum), se e al a icles (a icles 3, 5 and 20) also
men ion he posi i e e ec on sel -e icacy, some imes inc easing isk p opensi y, leading o g ea e
en ep eneu ial in en ions.
al e na i ely, ex acu icula en ep eneu ship ac i i ies ha e posi i ely impac ed s uden s’ a i udes
owa ds en ep eneu ship and hei in en ions o ac en ep eneu ially (a icles 2 and 3). conside ing he
in luence o bo h cu iculum and ex acu icula en ep eneu ial ac i i ies, se e al e iew a icles (a icles
1, 3, 8 and 16) also concluded ha a suppo i e uni e si y en ep eneu ial en i onmen leads o g ea e
en ep eneu ial in en ions among s uden s. his suppo i e en i onmen di ec ly impac s hei in en ions
o ac en ep eneu ially and in luences how educa ion in luences hei in en ions (a icles 1 and 16).
3.3.6. Cogni i e ac o s
he six h- ac o g oup is cogni i e ac o s, consis ing o subjec i e no ms, pe sonal a i ude, pe cei ed
beha iou al con ol, pe cei ed easibili y, pe cei ed desi abili y, sel -e icacy, he p opensi y o ac , he
expec ed alue o s a ing a business, pe cei ed suppo and ba ie s and pe cei ed social suppo (see
Figu e 6. Rela ionships s emming om educa ional ac o s.
Legend: Pu ple = educa ional ac o s; g een = Cogni i e ac o s; o ange = Pe sonali y ac o s.
coGEn BusinEss & ManaGEMEn 15
able 9). Ele en o he selec ed e iew a icles wi hin his s udy e e ed o one o mul iple o hese
ac o s. Figu e 7 p esen s an o e iew o he ela ionships s emming om cogni i e ac o s.
as seen om able 9, he cogni i e ac o s men ioned by mos e iew a icles included in his s udy
(8) a e pe sonal a i ude, subjec i e no ms and pe cei ed beha iou al con ol (a icles 2, 4–9 and 11). his
is consis en wi h he ac ha hese cogni i e ac o s make up he pB, which was no ed as he mos
used heo y when in es iga ing he e ec s o ac o s on en ep eneu ial in en ion and beha iou .
Gabbianelli e al. (2021) (a icle 5) is he only a icle o hese eigh ha only men ions ha he e is an
in luence be ween pe sonal a i ude, subjec i e no ms, pe sonal beha iou al con ol and sEi and does
no elabo a e mo e on his in luence o impac . he o he se en a icles concluded ha hese h ee
ac o s gene ally posi i ely a ec sEi and can be used o p edic beha iou and in en ions. howe e ,
ing ing e al. (2022) (a icle 4) a gue ha pe sonal a i ude and pe cei ed beha iou al con ol ha e a
mo e signi ican e ec on en ep eneu ial in en ions among s uden s han subjec i e no ms. his is no
Table 9. a icles ocusing on cogni i e ac o s.
au ho s (yea )
Cogni i e ac o s
Pe sonal
a i ude
subjec i e
no ms
Pe cei ed
beha iou al
con ol
Pe cei ed
easibili y
Pe cei ed
desi abili y sel -e icacy
P opensi y
o ac
expec ed
alue o
s a ing a
business
Pe cei ed
suppo
and
ba ie s
Pe cei ed
social
suppo
1Ca pen e and
Wilson (2022)
X
2Maheshwa i e al.
(2022)
X X X X X X X X
3singh e al.
(2022)
X
4 ing ing e al.
(2022)
X X X X X X X
5gabbianelli e al.
(2021)
X X X X X X X
6Bazan e al.
(2020)
X X X X X X X
7Ke emaw (2020) X X X
8Kau and Bhinde
(2019)
X X X
9Wu and Wu
(2017)
X X X
10si a ajah and
achchu han
(2013)
X X
11nabi and Liñán
(2011)
X X X
Figu e 7. Rela ionships s emming om cogni i e ac o s.
Legend: g een = Cogni i e ac o s; o ange = Pe sonali y ac o s.
16 . isMail E al.
always he case, as subjec i e no ms play an impo an ole in in luencing he en ep eneu ial in en ions
o s uden s who wish o become social en ep eneu s (a icle 6).
se e al e iew a icles (a icles 1–4 and 6) concluded ha sel -e icacy has a posi i e in luence on he
en ep eneu ial in en ions o s uden s, wi h Gabbianelli e al. (2021) (a icle 5) only men ioning ha an
in luence exis s. he mo e s uden s belie e in hei en ep eneu ial abili ies and in success ully conduc -
ing en ep eneu ial ac ions, he mo e likely hey a e o ha e en ep eneu ial in en ions (a icle 4). se e al
a icles (a icles 2, 3 and 11) also men ion he posi i e e ec o sel -e icacy on isk p opensi y, leading
o g ea e en ep eneu ial in en ions. as indica ed in p e ious sec ions, sel -e icacy also ac s as a medi-
a o be ween o he a iables in o he ac o g oups, indi ec ly a ec ing en ep eneu ial in en ions.
Fi e e iew a icles e e ed o pe cei ed desi abili y and pe cei ed easibili y and hei in luence on
sEi (a icles 2, 4–6 and 10), and he e is consensus ha while pe cei ed desi abili y has a signi ican
e ec on sEi, pe cei ed easibili y does no (a icles 1 and 4) excep when i comes o social en ep e-
neu ship (a icle 6). Mo eo e , hese wo a iables can posi i ely p edic sEi, bu hei ela ionship is
nega i e (a icle 4). Fu he mo e, he p opensi y o ac was ound o ha e a signi ican posi i e ela ion-
ship wi h sEi, speci ically in he sphe e o social en ep eneu ship (a icle 6), and he expec ed alue o
s a ing a business (a icles 2 and 5), pe cei ed suppo and ba ie s (a icle 2) and pe cei ed social
suppo (a icle 4) was only men ioned as in luencing ac o s wi hou u he explana ion.
3.3.7. Pe sonali y ac o s
he se en h- ac o g oup is pe sonali y ac o s, consis ing o 23 a iables. howe e , mos we e only men-
ioned as in luencing ac o s wi hou u he elabo a ions, including psychological ai s (a icle 5), oppo -
uni y ecogni ion (a icle 5), en ep eneu ial skills (a icle 5), indi idual pe sonali y pa e ns (a icle 5),
ou come expec a ions (a icle 4), s ess ole ance (a icle 5), need o eedom (a icle 3), abs ac hink-
ing (a icle 5), need o powe (a icle 3), need o au onomy (a icles 3, 5 and 9), ole ance o ambigui y
(a icles 2 and 9), need o sa is ac ion (a icle 2), desi e o independence (a icle 2) and en ep eneu ial
iden i y (a icle 5). he o he a iables elabo a ed on ega ding hei in luence include isk p opensi y,
need o achie emen , in e nal locus o con ol, c ea i i y/inno a i eness, in insic and ex insic mo i a-
ion, empa hy, openness o change and p o-ac i eness (see able 10). en o he selec ed e iew a icles
wi hin his s udy e e ed o one o mul iple o hese ac o s. Figu e 8 p esen s an o e iew o he ela-
ionships s emming om pe sonali y ac o s.
se e al e iew a icles (a icles 2–5, 9 and 10) concluded ha s uden s wi h a g ea e isk p open-
si y end o be mo e likely o ha e en ep eneu ial in en ions. while ing ing e al. (2022) (a icle 4)
men ioned ha isk p opensi y has a di ec impac on sEi, Maheshwa i e al. (2022) (a icle 2) u he
elabo a e ha he in luence is signi ican ly posi i e, especially wi h he exis ence o he pB an eced-
en s e iden . while Gabbianelli e al. (2021) (a icle 5) and si a ajah and achchu han (2013) (a icle 9)
only men ion he need o achie emen as in luencing sEi, o he e iew a icles speci ically men ion
ha he in luence is posi i e (a icles 1, 2, 4 and 7). s uden s’ need o achie emen can also indi ec ly
in luence hei en ep eneu ial in en ions (a icle 4) h ough en ep eneu ial a i udes and pe cei ed
beha iou al con ol (a icle 2). Fu he mo e, s uden s’ in e nal locus o con ol also posi i ely a ec s
hei en ep eneu ial in en ions, wi h six e iew a icles coming o simila conclusions (a icles 2, 4, 5
and 7–9).
Mo e c ea i e and inno a i e s uden s end o ha e g ea e en ep eneu ial in en ions, as hey can
de elop new solu ions o sol e p oblems om an en ep eneu ial pe spec i e (a icle 4). conside ing his
a gumen , se e al o he e iew a icles also men ion his in luence (a icles 3, 5 and 9), and ano he wo
speci ically indica e ha he in luence is di ec and posi i e (a icles 2 and 4). Mo eo e , bo h in insic
and ex insic mo i a ion ha e an in luence on sEi (a icles 2 and 3), wi h Maheshwa i e al. (2022) (a icle
2) explaining ha en ep eneu s wi h in insic mo i a ions will demons a e mo e e ec i e pe o mance,
mo e pe sis ence and g ea e au onomy, leading o dynamic en ep eneu s, and hose wi h ex insic
mo i a ions will be less pe sis en when con on ing challenges, mo e likely o discon inue nascen
beha iou ism and concen a e on ex e nal achie emen . he h ee o he a iables conside ed o ha e a
posi i e in luence on sEi, speci ically among social en ep eneu s, include empa hy (a icles 4 and 6),
openness o change (a icle 4) and p o-ac i eness (a icles 5 and 6).
coGEn BusinEss & ManaGEMEn 17
Table 10. a icles ocusing on pe sonali y ac o s.
au ho s (yea )
Pe sonali y ac o s
Psychological
ai s
oppo uni y
ecogni ion
in insic
mo i a ion
ex insic
mo i a ion
en ep eneu ial
skills
need o
achie emen
in e nal
locus o
con ol
C ea i i y /
inno a i eness
indi idual
pe sonali y
pa e ns empa hy
need o
au onomy
ou come
expec a ions
s ess
ole ance
Risk
p opensi y
need o
eedom
openness
o change
abs ac
hinking
need
o
powe P o-ac i eness
ole ance
o
ambigui y
need o
sa is ac ion
Desi e o
independence
en ep eneu ial
iden i y
1Ca pen e and
Wilson
(2022)
X
2Maheshwa i
e al.
(2022)
X X X X X X X X X
3Massoua i and
abdelbaki
(2022)
X X X X X X X
4 ing ing e al.
(2022)
X X X X X X X
5gabbianelli
e al.
(2021)
X X X X X X X X X X X X X
6Bazan e al.
(2020)
X X
7Ke emaw
(2020)
X X
8Wu and Wu
(2017)
X
9si a ajah and
achchu han
(2013)
X X X X X X
10nabi and
Liñán
(2011)
X
18 . isMail E al.
4. Discussion and ecommenda ions o u u e esea ch
his s udy in es iga ed he ac o s in luencing sEi and how hey a e in e ela ed. his was achie ed by
conduc ing a sl ocusing on e iew a icles aimed a an eceden s o sEi. his app oach was adop ed
as, al hough nume ous e iew a icles ega ding his opic exis , esul s and in e ela edness a e ela i ely
sca e ed (lihua, 2021). Mo eo e , se e al heo ies and models exis and a e adop ed in he e iew a i-
cles, wi h some consis ing o di e en a iables and cons uc s (Jena, 2020). hese exis ing e iew a icles
also do no gene ally e e o he in e ela edness be ween he a ious an eceden s o en ep eneu ial
in en ions ( o example, Gabbianelli e al., 2021). conside ing hese aspec s, his s udy included 23 e iew
a icles ocusing on he an eceden s o sEi.
F om a heo e ical pe spec i e, his e iew o e iews s udy aimed o in es iga e he ac o s s udied
by pas schola s in luencing sEi. Fu he mo e, he s udy also s i ed o de elop an o e iew o he in e -
ela ionship be ween hese a ious ac o s and how ha in luences sEi. hus, his esea ch aims o con-
ibu e o he li e a u e on en ep eneu ship in en ions, which could guide bo h schola s in u u e
esea ch as well as p ac i ione s in es ablishing a conduci e en i onmen o os e sEis. o p o ide a
mo e isual o e iew o he ac o s in luencing sEi and hei in e ela edness, he indings o his s udy
we e used o de elop an online in e ac i e ool i led ‘ he s uden En ep eneu ial in en ion cloud: an
in e ac i e ool o be e unde s and ac o s in luencing s uden en ep eneu ial in en ions’, a ailable a
h ps://bi .ly/ hes uden En ep eneu ialin en ioncloud. Based on he insigh s ga ne ed om his s udy,
we p opose heo e ical implica ions and key di ec ions o u u e esea ch endea ou s. hese include: (i)
ad oca ing o he di e si ica ion and in eg a ion o heo e ical amewo ks o explo e sEi, (ii) emphasis-
ing he impo ance o comp ehensi e esea ch on he in e connec edness o ac o s a ec ing sEi, (iii)
explo ing mechanisms o enhance sEi, (i ) encou aging u he c oss-cul u al in es iga ions o unde -
s and he a iabili ies in ac o s in luencing sEi ac oss di e en cul u es, ( ) highligh ing he necessi y o
longi udinal s udies o cap u e he dynamic na u e o sEi o e ime, as well as measu ing i s long- e m
in luence, ( i) ecommending he explo a ion o a ious me hodologies and pa adigms o en ich he
unde s anding o sEi and ( ii) ocusing on p ima y and seconda y educa ion s uden s. we also o e a
sugges ion o p ac ice based on he de eloped in e ac i e ool.
4.1. Di e si ica ion and in eg a ion o heo e ical amewo ks
Fi s , in his s udy, we highligh ed he heo e ical ounda ions unde pinning sEi esea ch, allowing
esea che s o be e unde s and he ac o s con ibu ing o sEi. his knowledge can se e as a ounda-
ion o u u e esea ch and guide he de elopmen o new heo e ical amewo ks ha cap u e he
Figu e 8. Rela ionships s emming om pe sonali y ac o s.
Legend: o ange = Pe sonali y ac o s; g een = Cogni i e ac o s.
coGEn BusinEss & ManaGEMEn 19
complexi y o sEi. ou e iew showed ha he mos common heo y employed o s udy sEi is he pB,
ollowed by he EE . Bo h heo ies consis o cogni i e cons uc s. in e es ingly, ou e iew unco e ed a
wide a ie y o ac o s in luencing sEi, and many o he ac o g oups, aside om cogni i e ac o s, u ned
ou o in luence sEi. his calls o he adop ion o o he heo ies, o he de elopmen o new heo ies
allowing o in e ela edness be ween a ious ac o g oups, o in es iga e sEi. Mo e speci ically, he ind-
ings o he e iew a icles e ealed a ious ac o s (63 in o al) in luencing sEi. hese 63 ac o s, including
hose gene ally in es iga ed using he pB and EE , we e g ouped acco ding o se en- ac o g oups,
namely con ex ual-, demog aphical-, social-, en i onmen al-, educa ional-, cogni i e- and pe sonali y ac-
o s. he ac o g oups in luencing sEi can be u he ca ego ised as indi idual ac o s (cogni i e, demo-
g aphical and pe sonali y) and ex e nal ac o s (con ex ual, social, en i onmen al and educa ional).
he indings o he e iewed e iew a icles indica ed ha he mos common ac o g oup in es i-
ga ed o in luence sEi is he cogni i e ac o g oup, which aligns wi h he ac ha he pB is he mos
adop ed heo y o in es iga e sEi. as p e iously men ioned, he pB belie es ha an indi idual’s
beha iou is p edic ed by h ee a iables, namely pe sonal a i ude, subjec i e no ms and pe cei ed
beha iou al con ol (ajzen, 1991; ing ing e al., 2022), which a e cogni i e ac o s (anjum e al., 2022;
lu e al., 2021). F om he indings, i is e iden ha cogni i e ac o s di ec ly in luence sEi, bu also ac
as media o s in almos all o he ac o g oups in luencing sEi (excep o con ex ual ac o s). he ac ha
he indings do no indica e cogni i e ac o s as possible media o s be ween con ex ual ac o s and sEi,
could possibly be a ibu ed o he ac ha only 2 o he 23 e iewed e iew a icles (Maheshwa i e al.,
2022; ing ing e al., 2022) men ioned ac o s ca ego ised as con ex ual ac o s (job sa is ac ion, social
s a us, oppo uni ies and unemploymen ). hus, he impo ance o in es iga ing cogni i e ac o s is no
a gued agains , as by conside ing cogni i e ac o s, esea che s can gain a deepe unde s anding o he
complex in e play be ween di e en a iables. howe e , u u e esea che s a e also u ged o conside
o he ac o s om o he ac o g oupings du ing hei in es iga ion, and he impo ance o ex e nal ac-
o s should no be igno ed.
o do so, a wide a ie y o heo e ical lenses could be adop ed o in eg a ed wi h he pB o EE o
explo e he ac o s in luencing sEi. Fo example, he esou ce-based iew ( B ) highligh s he c i ical ole
o angible and in angible esou ces in he de elopmen o en ep eneu ial in en ions and en u es
(Zah a, 2021). i sugges s ha s uden s’ access o esou ces (e.g. inancial, human and social capi al) and
hei abili y o le e age hese esou ces e ec i ely a e key de e minan s o hei en ep eneu ial in en-
ions (poli is e al., 2012;). Mo eo e , unde s anding he challenges ela ed o esou ce acquisi ion and
managemen can p o ide insigh s in o he ba ie s and enable s o s uden en ep eneu ship.
addi ionally, human capi al heo y (hc ) can be conside ed o in es iga e he ac o s in luencing sEi.
hc sugges s ha highe educa ion and speci ic en ep eneu ship educa ion p og ams con ibu e o he
de elopmen o en ep eneu ial skills and knowledge, which a e c ucial o ecognising and exploi ing
en ep eneu ial oppo uni ies (passa o e al., 2018). esea ch indica es ha en ep eneu ship educa ion
and aining, as componen s o human capi al, ha e a signi ican ela ionship wi h en ep eneu ship- ela ed
human capi al asse s and en ep eneu ship ou comes, including en ep eneu ial in en ions (Ma in
e al., 2013).
hus, combining o he heo ies such as he B o hc wi h he p edominan heo ies o pB and
EE , can o e a mo e comp ehensi e unde s anding o he ac o s in luencing sEis. his in eg a ed
app oach can elucida e he complex in e play be ween indi idual capabili ies, esou ce a ailabili y and
en ep eneu ial in en ions, as well as o e a mo e nuanced unde s anding o how pe sonal a ibu es
(such as skills, knowledge and expe ience) and psychological ac o s (such as a i udes, subjec i e no ms
and pe cei ed beha iou al con ol) in e ac o in luence en ep eneu ial in en ions.
4.2. Comp ehensi e esea ch on he in e ela edness o ac o s in luencing SEI
in addi ion o conside ing ac o s o he han he adi ional cogni i e ac o s, he c uciali y o unde -
s anding he in e ela edness among ac o s and ac o g oups should no be dis ega ded o de elop
a comp ehensi e unde s anding o sEi. Maheshwa i e al. (2022) a gued ha conside ing he in e e-
la edness among ac o s and ac o s g oups will b ing ou a mo e holis ic o e iew o ac o s a ec ing
sEi. wi hou conside ing he in e ela edness among ac o s and ac o g oups and hei media ing
20 . isMail E al.
and mode a ing e ec s, i may be di icul o iden i y speci ic de e minan s o en ep eneu ial in en-
ions among s uden s (anjum e al., 2022; ni u-an onie e al., 2022). his can be done by adop ing,
o example, sys ems heo y ha o e s a mo e holis ic iew on ac o s a ec ing sEi in en ions. unlike
heo ies ha ocus p edominan ly on cogni i e aspec s, such as he pB and EE , sys ems heo y
emphasises he in e connec edness and in e dependence o a ious elemen s wi hin he en ep eneu -
ial ecosys em. his app oach allows o he examina ion o how ex e nal ac o s such as educa ional
suppo , social no ms and en i onmen al condi ions in e ac wi h in e nal ac o s like pe sonal a i-
udes, sel -e icacy and indi idual mo i a ions (nabi e al., 2018; liu e al., 2019). By applying sys ems
heo y, esea ch can explo e, o example, how di e en elemen s o en ep eneu ial educa ion p o-
g ams, such as cu iculum design, eaching me hods and ex acu icula ac i i ies, in e ac wi h s u-
den s’ pe sonal a ibu es and ex e nal ac o s o in luence hei en ep eneu ial in en ions (Zollo
e al., 2017).
he impo ance o conside ing such in e ela edness is e iden by, o example, he indings o
Geo gescu and he man (2020). Geo gescu and he man (2020) in es iga ed he main ac o s di ec ly
in luencing sEi, pa icula ly en ep eneu ial amily backg ound (demog aphical ac o ), he e ec i e-
ness o en ep eneu ship educa ion (educa ional ac o ), and en ep eneu ial pe sonali y ai s (pe son-
ali y ac o s). he esul s indica ed ha s uden s wi h an en ep eneu ial amily backg ound
(demog aphical ac o ) had highe en ep eneu ial in en ions han hose wi hou such a backg ound.
Mo eo e , en ep eneu ship educa ion (educa ional ac o ) was ound o ha e a posi i e di ec e ec
on sEi, especially among younge indi iduals (Geo gescu & he man, 2020). En ep eneu ial pe sonali y
ai s we e also ound o ha e a signi ican ly posi i e in luence on sEi, wi h Geo gescu and he man
(2020) explici ly men ioning inno a i eness, isk- aking p opensi y, sense o sel -con idence, op imism
and compe i i eness. in e es ingly, en ep eneu ial amily backg ound (demog aphical ac o ) was also
ound o, al hough ma ginally, nega i ely mode a e en ep eneu ial educa ion (educa ional ac o )
(Geo gescu & he man, 2020). o e all, all h ee independen a iables we e ound o be s a is ically
signi ican , ha ing a posi i e in luence on sEi, wi h en ep eneu ial pe sonali y ai s ecei ing he
s onges weigh , ollowed by en ep eneu ial amily backg ound, and hen e ec i e en ep eneu ship
educa ion (Geo gescu & he man, 2020).
4.3. Mechanisms enhancing SEI
Fu u e esea ch can del e deepe in o hese ac o g oups and explo e he speci ic mechanisms h ough
which hey join ly in luence sEi. By doing so, hey would add o he esul s o schola s like schimpe na
e al. (2021), who ound se e al suppo ini ia i es ha could possibly di ec ly and/o indi ec ly in luence
sEi. hese ini ia i es include, bu a e no limi ed o, en ep eneu ship cou ses, en ep eneu ship- ela ed
games, semina s, wo kshops, summe schools, business plan compe i ions, g an s, and business suppo
p og ammes (schimpe na e al., 2021). he in luence o some o hese mechanisms was conside ed by
nguyen e al. (2021), who in es iga ed he e ec o en ep eneu ship ex acu icula ac i i ies on sEi. he
esul s o hei s udy indica ed ha ex acu icula en ep eneu ial ac i i ies and en ep eneu ial inspi a-
ion signi ican ly co ela e wi h sEi and ha en ep eneu ial sel -e icacy pa ially media es hese ela ion-
ships (nguyen e al., 2021). Mo eo e , en ep eneu ship educa ion was also ound o ha e a a ying
e ec on sEi depending on s uden s’ ield o s udy, wi h echnical s uden s bene i ing mo e om en e-
p eneu ship educa ion han business and economics s uden s (nguyen e al., 2021). conside ing he
nume ous cu icula and ex acu icula mechanisms ha can be implemen ed o in luence sEi, i would
be in e es ing o u u e esea che s o examine he ela ions be ween hese mechanisms and sEi while
also conside ing a ious o he media ing and mode a ing a iables (such as educa ional o demog aph-
ical backg ound).
4.4. Need o c oss-cul u al s udies on ac o s in luencing SEI
Fu u e esea ch could also conside conduc ing c oss-cul u al s udies, as di e en cul u al con ex s could
di ec ly in luence sEi o indi ec ly in luence one o mo e o he o he ac o s iden i ied wi hin his s udy.
such s udies could also lead o mo e compa a i e s udies on ac o s in luencing sEi o de e mine whe he
coGEn BusinEss & ManaGEMEn 21
he exis ing heo ies and models hold ue ac oss di e en cul u al o geog aphical se ings (ni u-an onie
& Fede , 2017; omal & sz omnik, 2021). indeed, in a s udy conduc ed by aja e al. (2022), he
socio-cul u al con ex was ound o play a signi ican ole in in luencing en ep eneu ial in en ions.
Fac o s such as collec i ism, powe dis ance and unce ain y a oidance we e nega i ely co ela ed wi h
en ep eneu ial in en ions ( aja e al., 2022). he s udy sugges ed ha p e alen amily cul u e and
gende - ole o ien a ion can impac en ep eneu ial spi i , wi h masculine gende o ien a ion being asso-
cia ed wi h a ib an en ep eneu ial mindse ( aja e al., 2022). Fu he mo e, a s udy explo ing en e-
p eneu ial in en ions in Eu opean pos -communis s a es ound ha en ep eneu ial sel -e icacy was he
mos impo an ac o in luencing in en ions ( omal & sz omnik, 2021). howe e , he impac o en ep e-
neu ial sel -e icacy was ound o a y based on he cul u al alues o he esponden s’ coun ies ( omal
& sz omnik, 2021). hus, c oss-cul u al s udies could p o ide mo e insigh s in o coun y di e ences and
in o m policymake s and educa o s abou he need o ailo ed p og ams and measu es o encou age
en ep eneu ial in en ions and beha iou s ha conside cul u al alues (ni u-an onie & Fede , 2017).
Mo eo e Gabbianelli e al. (2021) emphasise ha pe sonali y ai s, con ex ual/si ua ional ac o s, and
ac o s ela ed o pe sonal backg ound can a y based on cul u al di e ence, and di e en esul s
could eme ge.
4.5. Longi udinal s udies based on ac o s in luencing SEI
ou s udy highligh s he need o longi udinal esea ch o cap u e he dynamic na u e o sEi.
unde s anding how s uden en ep eneu ship in en ions e ol e can p o ide aluable insigh s in o he
ac o s ha in luence he sus ainabili y o hese in en ions. longi udinal s udies can ack changes in sEi
o e ime, p o iding insigh s in o how hese in en ions de elop and e ol e (Belchio & lyons, 2021). his
in o ma ion can be used o de elop mo e e ec i e in e en ions and suppo p og ams o aspi ing
s uden en ep eneu s. Mo eo e , longi udinal s udies can also help iden i y he ba ie s and challenges
ha s uden s ace when pu suing en ep eneu ship and possibly shed ligh on he e ec i eness o in e -
en ions and policies p omo ing sEi (o’loughlin, 2019). By unde s anding hese challenges, educa o s
and policymake s can de elop a ge ed in e en ions o add ess hem.
4.6. Di e si ica ion o me hodologies and pa adigms
Fou h and inally, he indings o ou s udy indica e ha nume ous empi ical and concep ual esea ch
ha e been conduc ed ocusing on iden i ying he ac o s in luencing sEi. howe e , al hough hese ac-
o s ha e been iden i ied, he esea ch consis s p edominan ly o quan i a i e esea ch (Maheshwa i
e al., 2022). as a esul , he in es iga ion in o he in e ela ionships be ween hese ac o s emains
ague, and sEi’s ‘dynamic na u e’ con inues o be a ‘black box’ issue. Mo eo e , en ep eneu ship esea ch
was ound o be mainly loca ed wi hin he bounds o he unc ionalis pa adigm (Jennings e al., 2005).
By p edominan ly adop ing he same pa adigm, esea che s o go he oppo uni y o in es iga e ac o s
in luencing en ep eneu ial in en ions h ough a di e en lens, leading o hem being s uck in single-loop
lea ning (a gy is, 1976). in single-loop lea ning, esea che s would essen ially ‘s ay wi hin he same ame’
and no undamen ally ques ion o change hei unde lying assump ions o alues (a gy is, 1976). hus,
an a gumen can be made o esea che s o adop a mo e comp ehensi e a ay o me hodologies o
in es iga e he ac o s in luencing sEi, o example, using expe imen al esea ch designs ha could lead
o he iden i ica ion o causal ela ionships be ween he ac o s unde in es iga ion. Fu he mo e, u u e
esea che s should conside in es iga ing ac o s in luencing sEi h ough di e en philosophical lenses
and pa adigms, which could al e hei s udy esul s compa ed o hose al eady conduc ed ollowing he
adi ional pa adigms.
4.7. Expanding esea ch sample o p ima y and seconda y educa ion s uden s
he p omo ion o en ep eneu ial educa ion wi hin seconda y schools is inc easingly ecognised as a
c ucial componen o bols e ing inno a ion sys ems and os e ing a cul u e o en ep eneu ship (iizuka
e al., 2024; G ego io & oli e , 2022). se e al s udies ha e emphasised claimed u he unde sco e he
22 . isMail E al.
necessi y o embedding en ep eneu ial educa ion ea ly in he academic jou ney, posi ing ha en e-
p eneu ial skills a e mo e e ec i ely de eloped when in oduced du ing o ma i e educa ional yea s
(Ele e al., 2015; hube e al., 2014). Despi e he acknowledgemen o he impo ance o ea ly en e-
p eneu ial de elopmen , he e emains a no able gap in s udies ocusing on p ima y and seconda y
educa ion le els (iizuka e al., 2024; G ego io & oli e , 2022). iizuka e al. (2024) sugges ha he
explo a ion o sEi de e minan s, well-documen ed in he con ex o highe educa ion, could be
ex ended o in es iga e hei impac du ing he di e en de elopmen al s ages encoun e ed in p i-
ma y and seconda y schooling. hus, u u e esea ch can ocus mo e p edominan ly on in es iga ing
he an eceden s o sEi among p ima y and seconda y s uden s, which could di e om hose o e -
ia y s uden s. Mo eo e , in es iga ing s uden s a such a young age could also o e he oppo uni y
o longi udinal s udies, ollowing he same s uden du ing he educa ion pe iod om p ima y o e -
ia y educa ion.
4.8. P ac ical implica ions
he e ec i eness o en ep eneu ship educa ion in os e ing he de elopmen o en ep eneu s has been
widely ecognised (pi away & cope, 2007). howe e , he e seems o be no clea consensus on how
en ep eneu ship should be augh (pi away & cope, 2007; hein e al., 2023). sa as a hy (2001) de el-
oped he e ec ua ion app oach, which has since become a well- esea ched opic wi hin en ep eneu -
ship esea ch and educa ion (sioukas, 2022). as opposed o ocusing on causa ion ( aking a pa icula
e ec as gi en and ocusing on selec ing be ween means o c ea e ha e ec ) (sa as a hy, 2001), e ec-
ua ion ‘ akes a se o means as gi en and ocuses on selec ing be ween possible e ec s ha can be
c ea ed wi h ha se o means’ (sa as a hy, 2001, p. 245). E ec ua ion conside s he logic o con ol
a he han he logic o p edic ion, meaning ha he ocus is mo e on an indi idual’s exis ing means and
hei p e e ed le el o isk (Ka ami e al., 2023), ocusing on he ques ions o ‘who am i’?, ‘wha do i
know?’ and ‘who do i know’?
he indings o his s udy and he de eloped in e ac i e ool can guide coaches and educa ional s a
in adop ing an e ec ua ion app oach o educa ing s uden s by ocusing on hose ac o s in luencing sEi.
Fo example, based on he indings o his s udy, c ea i i y and sel -e icacy a e d i e s o sEi. Knowing
his, educa o s and coaches can design hei cu icula in such a way as o s imula e hese aspec s. By
os e ing c ea i i y and sel -e icacy, educa o s can encou age s uden s o hink in e ms o e ec ua ion,
ocusing on he esou ces and means a hei disposal a he han on p ede e mined goals (shi
e al., 2020).
he indings o his s udy also indica ed ha sEi is in luenced by hei pe sonal a i udes, which a e
shaped by hei pe sonali y ai s and pe cep ion o he uni e si y en i onmen . E ec ua ion in ol es
adap ing o and co-c ea ing wi h he en i onmen a he han ying o p edic and con ol i (sa as a hy,
2001). Educa o s can help s uden s de elop his adap abili y by c ea ing lea ning expe iences ha mimic
he unp edic abili y o eal-wo ld en ep eneu ship (neck & G eene, 2011). cou ses can include modules
ha each s uden s o be com o able wi h unce ain y and o iew e e y ou come as a lea ning oppo -
uni y (neck & G eene, 2011).
5. Conclusion
in conclusion, his sl o e iew a icles has shed ligh on he ac o s in luencing sEi and p o ided a
b oad o e iew o he mos common heo ies used o in es iga e he an eceden s o sEi. he indings
o his s udy ha e iden i ied a ious ac o s ha in luence sEi and highligh ed he in e ela ed ela ion-
ships be ween hese ac o s. By syn hesising he exis ing knowledge, his sl has no only illed gaps in
he li e a u e bu has also iden i ied ends and p o ided ecommenda ions o u u e esea ch in his
a ea. o e all, his sl has p o ided aluable insigh s in o he ac o s in luencing sEi and pa ed he way
o u u e esea ch. By building upon he indings o his s udy, esea che s can del e deepe in o speci ic
ac o s, explo e new dimensions and con ibu e o he ongoing discou se on os e ing en ep eneu ial
in en ions among s uden s.
coGEn BusinEss & ManaGEMEn 23
Acknowledgemen s
his wo k has been made possible by he inancial suppo o he Flemish go e nmen o he cen e o &D
Moni o ing (EcooM). any opinions in he a icle a e he au ho s’ and no necessa ily hose o he go e nmen .
Funding was also ecei ed om a BoF-Docp o p ojec o he doc o al schola ship o he i s au ho om he
uni e si y o an we p.
E hics app o al/consen
no e hical app o al o consen was equi ed o his s udy as only seconda y sou ces we e used.
Au ho ’s con ibu ion
iyaad ismail, Johanna ande s ae en and hend ik slabbinck we e in ol ed in he concep ion and design o he s udy.
Ma e ial p epa a ion and da a collec ion we e pe o med by iyaad ismail, while Johanna ande s ae en and hend ik
slabbinck we e also in ol ed in he da a analysis p ocess o inc ease he igou o he s udy. he i s d a o he manu-
sc ip was w i en by iyaad ismail, and all au ho s commen ed on and edi ed p e ious e sions o he manusc ip . iyaad
ismail, Johanna ande s ae en and hend ik slabbinck c i ically e ised he s udy o in ellec ual con en , as well as ead
and app o ed he inal manusc ip . all au ho s ag ee o be accoun able o all aspec s o he wo k.
Disclosu e s a emen
no po en ial con lic o in e es was epo ed by he au ho s.
Funding
his wo k has been made possible by he inancial suppo o he Flemish go e nmen o he cen e o &D
Moni o ing (EcooM). Funding was also ecei ed om a BoF-Docp o p ojec o he doc o al schola ship o he i s
au ho om he uni e si y o an we p.
Abou he au ho s
Riyaad Ismail is a doc o al candida e a he Managemen depa men o he uni e si y o an we p in Belgium. his
esea ch p ima ily ocuses on en ep eneu ship, wi h speci ic in e es s in en ep eneu ial uni e si ies, s uden en ep eneu -
ship, in e na ional en ep eneu ship, and o ganisa ional sponso ship. h ough his wo k, iyaad aims o explo e how aca-
demic ins i u ions can os e en ep eneu ial spi i among s uden s and he b oade impac o global en ep eneu ial
ini ia i es. his s udies also del e in o he ole o o ganiza ional suppo in nu u ing en ep eneu ial ecosys ems.
Johanna Vande s ae en (phD) wo ks a he uni e si y o an we p as associa e p o esso a he Managemen depa -
men o he Facul y o Business and Economics (FBE). he esea ch expe ise lies in in e na ional En ep eneu ship,
o ganiza ional sponso ship, s uden -En ep eneu ship, and echnology and academic En ep eneu ship. Johanna
published in jou nals such as echno a ion, Business s a egy and he En i onmen , Jou nal o Business esea ch,
indus ial Ma ke ing Managemen , small Business Economics, and in e na ional Ma ke ing e iew. she is chai o he
commission and ask Fo ce En ep eneu ship o he uni e si y o an we p, coo dina es he majo ‘inno a ion
Managemen and En ep eneu ship’ a he Facul y o Business and Economics, and co- ounded he an we p cen e
o En ep eneu ship esea ch (an we pcE ).
Hend ik Slabbinck (phD) wo ks a Ghen uni e si y as associa e p o esso a he Ma ke ing, inno a ion and
o ganiza ion depa men o he Facul y o Economics and Business adminis a ion. hend ik is a mul idisciplina y
esea che wi h a special in e es in sus ainable p ac ices in En ep eneu ship and consume esea ch. he co ounded
he BE4liFE esea ch cen e and is membe o he Ghen uni e si y cen e Fo En ep eneu ship esea ch. his
esea ch has been published in jou nals such as small Business Economics, F on ie s in psychology, plos one,
En i onmen and Beha io , and Business s a egy and he En i onmen .
ORCID
iyaad ismail h p://o cid.o g/0000-0001-9253-7734
Johanna ande s ae en h p://o cid.o g/0000-0003-1768-3437
hend ik slabbinck h p://o cid.o g/0000-0003-0589-2952
