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Learn to Lead a Thriving Entrepreneurship Education Ecosystem

In our increasingly dynamic and unpredictable world, an entrepreneurial mindset is quickly becoming a must-have trait. In order to best serve today’s students and prepare them for tomorrow’s future, university administrators and educators must understand the university-based entrepreneurship ecosystem.

Developing a thriving entrepreneurship education ecosystem is a collaborative effort. Institutions whose entrepreneurship education ecosystems are just beginning to form can accelerate their trajectory with the right network and support. Lay the groundwork to catalyze your school’s entrepreneurship efforts with proven frameworks and action plans from the No. 1 college for entrepreneurship in the United States.

• Watch the Q&A Webinar

Watch a video recording of professors Candida Brush and Patricia Greene discussing the program with prospective attendees and providing an overview of format, curriculum, and learning outcomes.

What Will You Learn?

Gain the approach, plan, guidance, and network of support you need to develop a high-impact entrepreneurship education ecosystem within your institution. Join entrepreneurship educator peers from around the world as you learn a hands-on approach for making progress on your campus. During this program for academic entrepreneurs, you will cover topics such as: 

• Assessing your entrepreneurial ecosystem to understand gaps, opportunities, and barriers to progress
• How to develop strategies for overcoming challenges in moving your entrepreneurial initiatives forward
• Networking across the ecosystem to acquire resources, engage stakeholders, and build your reputation
• Leading change both inside and outside your institution
• Key success factors for how institutions create and develop entrepreneurship education ecosystems
• Assembling the resources to build and grow an entrepreneurship education ecosystem
• Gaining the tools to reflect on and amplify your personal entrepreneurial leadership capabilities

When faculty collaborate, as we are with this course, the exchange of ideas provides incredible opportunities for methods that engage students and foster optimal learning.

At A Glance

Who should attend.

This program is well suited for entrepreneurship faculty and administrators who are leading a center, institute, accelerator/incubator, or entrepreneurship project or initiative and who are interested in entrepreneurship education ecosystem development.

• Register Now

What You Need to Know

This three-week online program includes:

• Monday, February 19 from 9–11 a.m. EST
• Monday, February 26 from 9–11 a.m. EST
• Monday, March 4 from 9–11 a.m. EST
• Monday, March 11 from 9–11 a.m. EST
• Approximately 20 hours of session and self-paced work throughout the program.

Program materials include case studies, self-assessments, team projects, discussion boards, reflection exercises, and oral presentations. 

A 10% discount is available for Babson Collaborative members. Please email [email protected]  for more information about discounts. 

Meet the Faculty

Candida Brush, Professor

Renowned entrepreneurship professor Candida Brush is a pioneering entrepreneurship researcher. She has co-authored reports for the OECD, the Global Entrepreneurship Monitor, and the Goldman Sachs Foundation, and presented her work at the World Economic Forum in Davos and to the U.S. Department of Commerce. She has authored more than 160 publications including 13 books, and is one of the most highly cited researchers in the field.

Patricia Greene, Professor Emerita

Patricia Greene is Professor Emerita at Babson College. From 2017-2019, she served as the presidentially appointed 18th Director of the Women’s Bureau, U.S. Department of Labor. Prior to her term in Washington, D.C., she held the Paul T. Babson Chair in Entrepreneurial Studies at Babson College where she formerly served as Provost (2006-2008) and Dean of the Undergraduate School (2003-2006). Dr. Greene’s research focuses on the identification, acquisition, and combination of entrepreneurial resources, particularly by women and minority entrepreneurs. She is a founding member of the Diana Project and the founding national academic director for Goldman Sachs 10,000 Small Businesses Program.

What Makes Babson Academy Different?

At Babson Academy, we believe entrepreneurship education changes the world. To date, we have impacted more than 8,700 educators and students from 1,300 educational institutions in more than 80 countries. Our goal? Advancing global entrepreneurial learning across universities worldwide.

Our programs are about more than theory; they’re about action, and equipping you with the practical tools and strategies necessary to have an immediate impact on your institution.

Our Experts in the News

Faculty for the Building an Entrepreneurship Education Ecosystem program have deep expertise in building and growing robust entrepreneurship education ecosystems, all backed by Babson’s 28-year track record as the No. 1 College for entrepreneurship education in the United States.

Amplifying Entrepreneurial Learning Outside the Classroom

Candida Brush served as Babson’s Entrepreneurship Division chair for a decade before eventually becoming vice provost. In that role, she oversaw five of Babson’s academic centers, each focusing on different aspects of entrepreneurship, from family businesses to social enterprises.

Four Approaches to Teaching an Entrepreneurship Method

Patti Greene explains how teaching an entrepreneurship method rather than a process is the best way to combat unpredictability. There are four complementary techniques for teaching entrepreneurship as a method and each requires students to reach beyond their prediction-focused ways of knowing, analyzing, and talking.

Appreciating the Value of Entrepreneurial Women

According to Professor Candida Brush’s Global Entrepreneurship Monitor report, “the research highlights areas where women entrepreneurs have made significant progress, how ecosystems influence and are influenced by women entrepreneurs, and where there are still gaps, challenges, and opportunities.”

Want More Resources for Entrepreneurship Educators?

Become a Babson Collaborative member today, and join forces with 29 member institutions from 21 countries and counting. Gain access to a members-only portal, curriculum resources, the latest field research, the Collaborative WhatsApp community, and unparalleled networking with fellow entrepreneurship educators.

How and when will I have access to the course materials?

Course materials are provided via Canvas, Babson’s online learning portal. Materials will be made available to participants approximately one to seven days prior to the first live online session, depending on the amount of pre-work that participants are expected to complete in advance.

Where can I find the schedule for the days and times of the live online sessions?

The schedule will be sent to registered participants in the registration confirmation email (see the link in your confirmation email to the EVERYTHING YOU NEED TO KNOW document).

Do I need to join the virtual sessions live? Will they be recorded?

We highly recommend that participants join the live online sessions. It is an opportunity to ask questions, participate in rich discussion, and learn from the experience of your program peers. Session recordings will not consistently be available, and as such, it is expected that participants engage live in the virtual sessions.

What technology do you use for the live online programs?

• Canvas, Babson’s online learning portal —course calendar, readings, pre-work, faculty bios, presentations and post-session recordings are posted here.
• Video-conferencing Platform —we will use a virtual meeting application (like Webex or Zoom) that allows you to see and communicate with other participants simultaneously and in real time. Your instructor can share documents and interactive media, invite participants to share content, and engage with you in real-time participation. Links to sessions and more information will be provided on Canvas.

What do I need to participate? How do I prepare for the live online sessions?

Live sessions will be delivered via WeChat and Zoom. 

Prior to each virtual session, please ensure you are prepared with the following:

• A computer/laptop with a webcam (built-in or external camera) for optimal viewing, but you may also join from a tablet or cellphone.
• Internet connection or cell hotspot 
• Operating system: Windows: 7,8.1, or 10; Apple: OS 10.9 or higher
• Recommended browsers for optimal experience: HIGHLY RECOMMEND Google Chrome. Internet Explorer 11, Firefox 52, Safari 11 are not as optimal but should work as well. (Microsoft Edge, Internet Explorer 8, 9, 10, and Safari 7 are not recommended.) 
•  Headset with microphone (recommended but optional)
• Test your connection, audio and microphone by joining a Zoom test meeting.

What happens if I have technical issues?

Additional, detailed instructions will be provided on Canvas. Babson staff will be online and available to assist you, and will identify themselves during each live online delivery. Contact the staff via the chat function for help, or email them if needed. Contact information is available in the EVERYTHING YOU NEED TO KNOW document.

How long will I have access to the online materials?

Course materials on Canvas will be available for six months following the completion of the program.

When is payment due and what types of payment do you accept?

Payment is due in full at the time of registration. Babson accepts Visa, MasterCard, or American Express.

Do you offer discounts?

Discounts on Babson Academy courses are available for the following:

• Alumni of Babson College (undergraduate or graduate)
• Babson Collaborative members
• Groups of three or more registering at the same time

Please email [email protected] for more information and for discount codes before registering. In addition, please note that discounts cannot be combined.

Do you offer online programs for large groups from the same company?

Yes, we can customize a program to your company’s specific needs from our diverse certificate and courses portfolio. Please email [email protected] for additional information.

What will I receive upon completion of the program?

Each program participant receives a certificate of completion. We invite participants to add the program to their LinkedIn profile. Note that a certificate will not be provided if there is insufficient evidence of participation.

Do you have translation for non-English speaking participants?

We do not offer translation in our programs. Although we do not require the TOEFL, all Babson Academy programs are taught in English, so it is a prerequisite that you speak, read, and write English proficiently.

Where can I find information for in-person programs?

Explore Babson Academy’s full suite of programs .

What is your cancellation policy for live online programs?

Registration changes must be requested in writing to Babson Academy.

• Cancellations receive a 100% refund
• Substitutions* are allowed, subject to a $250 administration fee
• One-Time Transfers* allowed subject to a $250 administration fee, to be utilized within a one-year period
• Cancellations receive a 50% refund
• One-Time Transfers* are not allowed
• Cancellations do not receive a refund
• Substitutions* are not allowed

*Substitutions and transfers are subject to approval to ensure that participants and programs are suitable.

By submitting this form, you agree to receive communications from Babson College and our representatives about our educational programs and activities via phone and/or email. You can unsubscribe at any time by clicking Unsubscribe from an email.

Ready to Talk Now?

Contact Babson Academy [email protected]

How to Inspire Entrepreneurial Thinking in Your Students

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T he world is in flux. The COVID-19 pandemic has touched every corner of the globe, profoundly impacting our economies and societies as well as our personal lives and social networks. Innovation is happening at record speed. Digital technologies have transformed the way we live and work.

At the same time, world leaders are collaborating to tackle the United Nations’ Sustainable Development Goals , which aim to address issues related to health, education, gender equality, energy, and more. Private sector leaders, too, are recognizing that it makes good business sense to be aware of corporations’ social and environmental impact.

So, how can we as educators prepare our students to succeed in this tumultuous and uncertain—yet hopeful and exhilarating—global environment? As the world changes, so do the skills students need to build their careers—and to build a better society. For students to acquire these evolving skills, we believe educators must help students develop an entrepreneurial mindset.

6 Ways You Can Inspire Entrepreneurial Thinking Among Your Students

An entrepreneurial mindset —attitudes and behaviors that encapsulate how entrepreneurs tend to think and act—enables one to identify and capitalize on opportunities, change course when needed, and view mistakes as an opportunity to learn and improve.

If a student decides to become an entrepreneur, an entrepreneurial mindset is essential. And for students who plan to join a company, nonprofit, or government agency, this mindset will enable them to become intrapreneurs —champions of innovation and creativity inside their organizations. It can also help in everyday life by minimizing the impact of failure and reframing setbacks as learning opportunities.

“As the world changes, so do the skills students need to build their careers—and to build a better society.”

Effective entrepreneurship professors are skilled at nurturing the entrepreneurial mindset. They, of course, have the advantage of teaching a subject that naturally demands students think in this way. However, as we will explore, much of what they do in their classroom is transferable to other subject areas.

We interviewed top entrepreneurship professors at leading global institutions to understand the pedagogical approaches they use to cultivate this mindset in their students. Here, we will delve into six such approaches. As we do, think about what aspects of their techniques you can adopt to inspire entrepreneurial thinking in your own classroom.

1. Encourage Students to Chart Their Own Course Through Project-Based Learning

According to Ayman Ismail, associate professor of entrepreneurship at the American University in Cairo, students are used to pre-packaged ideas and linear thinking. “Students are often told, ‘Here’s X, Y, Z, now do something with it.’ They are not used to exploring or thinking creatively,” says Ismail.

To challenge this linear pattern, educators can instead help their students develop an entrepreneurial mindset through team-based projects that can challenge them to identify a problem or job to be done, conduct market research, and create a new product or service that addresses the issue. There is no blueprint for students to follow in developing these projects, so many will find this lack of direction confusing—in some cases even frightening. But therein lies the learning.

John Danner, who teaches entrepreneurship at Princeton University and University of California, Berkeley, finds his students similarly inhibited at the start. “My students come in trying to understand the rules of the game,” he says. “I tell them the game is to be created by you.”

Danner encourages students to get comfortable navigating life’s maze of ambiguity and possibility and to let their personal initiative drive them forward. He tells them, “At best you have a flashlight when peering into ambiguity. You can shine light on the next few steps.”

In your classroom: Send students on an unstructured journey. Dive right in by asking them to identify a challenge that will hone their problem-finding skills and encourage them to work in teams to find a solution. Do not give them a blueprint.

For example, in our M²GATE virtual exchange program, we teamed US students with peers located in four countries in the Middle East and North Africa (MENA) region. We asked them to identify a pressing social issue in MENA and then create a product or service to address it. One of the teams identified the high rate of youth unemployment in Morocco as an issue. They discovered that employers want workers with soft skills, but few schools provide such training. Their solution was a low-cost after-school program to equip students ages 8-16 with soft skills.

2. Help Students Think Broadly and Unleash Their Creativity

Professor Heidi Neck says her students at Babson College struggle with problem finding at the start of the entrepreneurial journey. “They are good at solving problems, but not as good at finding the problem to solve,” she explains. “For example, they know that climate change is a problem, and they’re interested in doing something about it, but they’re not sure what problem within that broad area they can focus on and find a market for.”

Professor Niko Slavnic, who teaches entrepreneurship at IEDC-Bled School of Management in Slovenia and the ESSCA School of Management in France, says he first invests time in teaching his students to unlearn traditional ways of thinking and unleash their creativity. He encourages students to get outside their comfort zones. One way he does this is by having them make paper airplanes and then stand on their desks and throw them. Many ask, “Should we do this? Is this allowed?” When his students start to question the rules and think about new possibilities, this indicates to Slavnic that they are primed for the type of creative exploration his course demands.

“When students start to question the rules and think about new possibilities, this indicates to Professor Niko Slavnic that they are primed for the type of creative exploration his course demands.”

In your classroom: Think about the concept of “unlearning.” Ask yourself if students are entering your class with rigid mindsets or attitudes based on rules and structures that you would like to change. For example, they may be coming into your classroom with the expectation that you, the instructor, have all the answers and that you will impart your wisdom to them throughout the semester. Design your course so that students spend more time than you do presenting, with you acting more as an advisor (the “guide on the side”).

3. Prompt Students to Take Bold Actions

Geoff Archer, an entrepreneurship professor at Royal Roads University in Canada, says Kolb’s theory of experiential learning underpins the entrepreneurial management curriculum he designed. Archer takes what he calls a “ready-fire-aim approach,” common in the startup world—he throws students right into the deep end. They are tasked with creating a for-profit business from scratch and operating it for a month. At the end of the semester, they must come up with a “pitch deck”—a short presentation providing potential investors with an overview of their proposed new business—and an investor-ready business plan.

This approach can be met with resistance, especially with mature learners. “They’re used to winning, and it’s frustrating and more than a bit terrifying to be told to do something without being given more structure upfront,” says Archer.

Professor Rita Egizii, who co-teaches with Archer, says students really struggled when instructed to get out and talk with potential customers about a product they were proposing to launch as part of their class project. “They all sat outside on the curb on their laptops. For them, it’s not normal and not okay to make small experiments and fail,” says Egizii.

Keep in mind that, culturally, the taboo of failure—even on a very small scale and even in the name of learning—can be ingrained in the minds of students from around the world.

The benefit of this permutation, explains Archer, is that students are writing plans based on actual experiences—in this case, customer interactions. Moving the starting blocks forward offers many benefits, including getting the students out of the classroom and out of their heads earlier, reminding them that the market’s opinion of their solution is far more important than their own. This also affords students more time to reflect and maximize the potential of their minimum viable product or experiment.

In your classroom: Invite students to bring their lived experiences and workplace knowledge into their studies. This can be just as powerful as the more famous exhortation to “get out of the classroom.” As Egizii sees it, “student-directed experiential learning provides a comfortable and relatable starting point from which they can then diverge their thinking.”

4. Show Students What They Can Achieve

For Eric Fretz, a lecturer at the University of Michigan, the key to launching his students on a successful path is setting the bar high, while at the same time helping them understand what is realistic to achieve. “You will never know if your students can jump six feet unless you set the bar at six feet,” he says.

His undergraduate students work in small teams to create a product in three months and generate sales from it. At the start of the semester, he typically sees a lot of grandiose ideas—a lot of “fluff and BS” as he calls it. Students also struggle with assessing the viability of their ideas.

To help, Fretz consults with each team extensively, filtering through ideas together until they can agree upon a feasible one that fulfills a real need. The real magic of his course is in the coaching and support he provides.

“People know when you’re investing in them and giving them your attention and energy,” Fretz says. He finds that coaching students in the beginning of the course helps assuage their concerns about embarking on an open-ended team project, while also supporting initiative and self-reliance.

In your classroom: Design ways to nudge your students outside their comfort zones, while also providing support. Like Fretz, you should set high expectations, but also adequately guide students.

5. Teach Students the Value of Changing Course

A key part of the entrepreneurial mindset is to be able to course-correct, learn from mistakes, and move on. Entrepreneurship professors position hurdles as learning opportunities. For example, Danner tells his students that his class is a laboratory for both aspiring and failing. He advises them to expect failure and think about how they are going to deal with it.

“A key part of the entrepreneurial mindset is to be able to course-correct, learn from mistakes, and move on.”

Ismail believes letting his students fail in class is the best preparation for the real world. He let one student team pursue a project for the entire semester around a product he knew had no potential. Two days before the end of the course, he told them as such. From his perspective, their frustration was the best learning experience they could have and the best training he could offer on what they will experience in real life. This reflects a key component of the entrepreneurial mindset— the ability to view mistakes as opportunities .

In your classroom: Build into your course some opportunities for students to make mistakes. Show them how mistakes are an opportunity to learn and improve. In entrepreneurship speak, this is called a “pivot.” Can you build in opportunities for students to face challenges and have to pivot in your course?

6. Communicate with Students Regularly to Establish New Ways of Thinking

Professor Neck realized that to nurture the entrepreneurial mindset in her students, she needed to provide them with opportunities to do so outside of class. She now encourages her students to establish a daily, reflective practice. She even designed a series of daily “mindset vitamins” that she sends to her students via the messaging platform WhatsApp. Students are not expected to reply to the messages, but rather to simply consume and absorb them.

Some messages relate specifically to entrepreneurship, such as: “How can you get started with nothing?” And others apply to life in general: “What has been your proudest moment in life so far? How can you create more moments like that? What did it feel like the last time you failed?”

In your classroom: Communicate with your students outside the classroom with messages that reinforce the mindset change you are seeking to achieve in your course. Social media and apps such as WhatsApp and Twitter make it easy to do so.

All Students Can Benefit from an Entrepreneurial Mindset

The COVID-19 pandemic has demonstrated that an entrepreneurial mindset is critical for addressing today’s problems. Adapting to risk, spotting opportunity, taking initiative, communicating and collaborating, being flexible, and problem solving—these are ways in which we have responded to the pandemic. And they’re all part of the entrepreneurial mindset. By instilling this way of thinking in our students, we will equip them to handle tomorrow’s challenges—as well as to identify and take advantage of future opportunities.

Thinking about which of these entrepreneurial approaches you can adopt in your own teaching may require you to redesign portions of your courses or even create a new course from scratch. We encourage you to be open to experimenting and trying out some of these ideas. Like the best entrepreneurs, don’t be afraid to fail.

Also, be open with your students. Let them know you are trying out some new things and solicit their feedback. If needed, you can always pivot your class and involve them in the exercise of co-creating something better together. In the process, you will also be modeling the entrepreneurial mindset for your students.

Amy Gillett is the vice president of education at the William Davidson Institute , a non-profit located at the University of Michigan. She oversees design and delivery of virtual exchanges, entrepreneurship development projects, and executive education programs. Over the past two decades, she has worked on a wide variety of global programs, including 10,000 Women , equipping over 300 Rwandan women with skills to scale their small businesses, and the NGO Leadership Workshops—one-week training programs held in Poland and Slovakia designed to enhance the managerial capability and sustainability of nongovernmental organizations in Central and Eastern Europe.

Kristin Babbie Kelterborn co-leads the Entrepreneurship Development Center (EDC) at the William Davidson Institute. She collaborates with the EDC’s faculty affiliates to design and implement projects that support entrepreneurs in building and growing their businesses in low- and middle-income countries.

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How Teaching Builds Entrepreneurial Skills

Whether you’re pursuing a new passion or a side project, these teaching skills will serve you well in your endeavors.

At the end of my 17th year working in education, I started a plant-based (vegan) deli slice business, and although I didn’t have any experience in business or the food industry, it was a pleasant surprise to discover that my experiences teaching and working within educational systems proved invaluable as an entrepreneur. 

Although entrepreneurship is often associated with business, The Balance defines an entrepreneur more broadly, as “someone who develops an enterprise around an innovation.” Whether you are a teacherpreneur , considering a side hustle, or even thinking about a career change, I’ve identified 10 principles of transferable qualities and skills from teaching that apply to the world of entrepreneurship.  

10 entrepreneurial teacher Qualities and Skills

1. Centered on values: Teaching is a caring profession. Teachers care for students by providing a safe, productive learning environment and helping students improve their skills, build their knowledge, and cultivate their dispositions. 

The world needs more entrepreneurs who are not just out to make money, but actually are “making the world a better place,” to quote this Silicon Valley parody . Teachers, with their commitment to helping others, can direct entrepreneurship toward benevolent goals and work toward those goals with kindness. And they can leverage a knack for communicating the deeper “why” behind their actions.

2. Educating others: Teachers, of course, help students learn. As an entrepreneur, you will also need to educate and communicate with customers who need to understand the products or services that you are offering. 

As experts in designing, facilitating, and assessing learning, teachers can help others understand their entrepreneurial projects. Customers frequently asked me how to use the vegan deli slices that I was selling, so, like a good formative assessor, I used that information to advance learning. I created QR codes that appear on the back of every package and take customers to a webpage with illustrations of possible uses—a multimodal approach to addressing “pain points” in learning.

3. Marketing:  Teachers find ways to help students see the value in their learning. It is no small feat to appeal to students’ myriad interests, preferences, and identities. 

Appealing to customers is similar. For example, working with youth helped me recognize that superheroes are timeless, which led to my creation of a plant-based superhero logo, which has resonated with my customers.

4. Persistence:  Teaching can be hard. Students have many strengths, needs, preferences, advantages, and disadvantages, so it is inevitable that teachers’ efforts sometimes fall short and don’t lead to advances in students’ learning. Yet, in those moments, teachers keep trying—again and again. 

That persistence is helpful in entrepreneurship, since there are inevitable setbacks. As one of many examples, I think of a time when my attempt to slice a garbanzo-bean-based vegan “meat” created, instead, a pile of mush. Rather than give up, I sent samples of the product to industrial slicer manufacturers who can slice it more effectively. Flexibility and problem-solving, the roots of persistence, are as needed in business as in the classroom.

5. Being a learner: Teachers model lifelong learning by demonstrating a growth mindset and applying strategies to advance their learning. Since entrepreneurial projects are new by nature, they too require learning. Whether pursuing a new degree or a professional certification, or shadowing a master in a craft or trade, embracing the qualities and habits of mind that make learning most effective will serve teachers well in many contexts beyond school-based professional learning.

6. Navigating systems: From licensure to fingerprinting, teachers navigate many facets of the education system, and the tenacity needed to do so can also come to fruition as an entrepreneur. In my case, using the state’s teacher credentialing system prepared me to navigate federal, state, and local food and health regulations—necessary, if not the most exciting, components of starting a food-based business in a safe and effective way.

7. Developing rapport: Most teachers get a new flock of students every semester or year and learn strategies for quickly developing rapport with them—which can be crucial to success. To do so, teachers build trust, listen actively, and find shared interests with students. And those skills can also be invaluable in helping entrepreneurs quickly build rapport with collaborators, colleagues, contractors, and customers in their business projects.

8. Connections in the community:  Whatever your endeavor, you probably already have connections who can help you if you identify and leverage them. As a teacher, you are embedded in the community, and the colleagues and families whom you know can be valuable resources. 

After I announced that I was leaving my position to start my business, my colleagues offered helpful feedback on early versions of my plant-based deli slices that informed future iterations. Who in your community can support your entrepreneurial project? 

9. Planning: Teachers do a lot of planning. The skills involved in mapping out steps needed to advance toward reaching a certain goal, and adjusting along the way, resemble business planning. 

In my business plan, I project revenue/sales for the next few years. As I compare the actual sales to those projects, I make adjustments that resemble the interplay of a unit plan in teaching. Starting with a goal and working backward to identify next steps needed to achieve it, and applying knowledge of assessment to track progress, are invaluable skills.

10. Content knowledge: The content that you teach may be directly applicable to an entrepreneurial project. I have a background in science education, and my understanding of measurements and experimentation has been helpful as I’ve tinkered with recipes and scaled my business. 

For example, I cool the batter for one of my products in molds. For the prototype, I used a duct pipe lined with parchment paper, followed by candle molds. After scouring the internet for food-safe options, I landed on stainless steel cheese molds.

Each day, teachers build their entrepreneurial tool kit, perhaps without knowing it. Whether forging a new career path or crafting an educational initiative alongside your life as a teacher, educator entrepreneurs have much to offer in shaping a better future.

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Can Entrepreneurship Be Taught in a Classroom?

• Ashish K. Bhatia
• Natalia Levina

How some business schools rewrote the script.

As the pandemic reshapes entire industries, the need for agile entrepreneurs have never been more urgent. But traditional business education isn’t always optimized for preparing the next generation of leaders for an uncertain, rapidly changing world. Nevertheless, some business schools have pioneered new teaching models designed to teach entrepreneurship more effectively by focusing on “effectuation,” or leveraging existing resources to take action. New research sheds light on two new models for entrepreneurship education: Rotman’s operating theater classroom, in which startups are interrogated in front of an audience of students, and Darden’s rewiring approach, in which students are encouraged to embrace an action-oriented, collaborative mindset.

In these difficult times, we’ve made a number of our coronavirus articles free for all readers. To get all of HBR’s content delivered to your inbox, sign up for the Daily Alert newsletter.

In early April, a Thai student in our entrepreneurship class saw a shortage of high quality, low cost hand sanitizer across Thailand. To support the Covid relief effort and generate revenue, he quickly shifted his family’s medical supply company to sanitizer production. Closer to home, when Dollaride, a business incubated in NYU’s Future Labs, recognized that the pandemic had eliminated demand for their shared commuting van business in New York, they refreshed their business model to leverage their existing vans, technology, and routes to support burgeoning package delivery demands.

• AB Ashish K. Bhatia is a Clinical Associate Professor of Management & Entrepreneurship and the Academic Director of the B.S. in Business, Technology, and Entrepreneurship Program at NYU Stern School of Business. See Ashish’s faculty bio here .
• NL Natalia Levina is the Toyota Motors Corporation Term Professor of Information Systems at NYU Stern School of Business and Director of the Fubon Center for Technology, Business and Innovation. See Natalia’s faculty bio here .

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Entrepreneurship Education and Training Programs around the World: Dimensions for Success

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Extra-curricular support for entrepreneurship among engineering students: development of entrepreneurial self-efficacy and intentions

The mediating effects of entrepreneurial self-efficacy in the relationship between entrepreneurship education and start-up readiness

Individual entrepreneurial orientation for entrepreneurial readiness

Introduction.

In the era of the knowledge economy, entrepreneurship has emerged as a fundamental driver of social and economic development. As early as 1911, Schumpeter proposed the well-known theory of economic development, wherein he first introduced the concepts of entrepreneurship and creative destruction as driving forces behind socioeconomic development. Numerous endogenous growth theories, such as the entrepreneurial ecosystem mechanism of Acs et al. ( 2018 ), which also underscores the pivotal role of entrepreneurship in economic development, are rooted in Schumpeter’s model. Recognized as a key means of cultivating entrepreneurs and enhancing their capabilities (Jin et al., 2023 ), entrepreneurship education (EE) has received widespread attention over the past few decades, especially in the context of higher education (Wong & Chan, 2022 ).

Driven by international trends and economic demands, China places significant emphasis on nurturing innovative talent and incorporating EE into the essential components of its national education system. The State Council’s “Implementation Opinions on Deepening the Reform of Innovation and Entrepreneurship Education in Higher Education” (hereafter referred to as the report) underscores the urgent necessity for advancing reforms in innovation and EE in higher education institutions. This initiative aligns with the national strategy of promoting innovation-driven development and enhancing economic quality and efficiency. Furthermore, institutions at various levels are actively and eagerly engaging in EE.

Despite the positive strides made in EE in China, its development still faces a series of formidable practical challenges. As elucidated in the report, higher education institutions face challenges such as a delay in the conceptualization of EE, inadequate integration with specialized education, and a disconnect from practical applications. Furthermore, educators exhibit a deficiency in awareness and capabilities, which manifests in a singular and less effective teaching methodology. The shortage of practical platforms, guidance, and support emphasizes the pressing need for comprehensive innovation and EE systems. These issues necessitate collaborative efforts from universities, industry, and policymakers.

Internationally established solutions for the current challenges have substantially matured, providing invaluable insights and guidance for the development of EE in the Chinese context. In the late 20th century, the concept of the entrepreneurial university gained prominence (Etzkowitz et al., 2000 ). Then, entrepreneurial universities expanded their role from traditional research and teaching to embrace a “third mission” centered on economic development. This transformation entailed fostering student engagement in entrepreneurial initiatives by offering resources and guidance to facilitate the transition of ideas into viable entrepreneurial ventures. Additionally, these entrepreneurial universities played a pivotal role in advancing the triple helix (TH) model (Henry, 2009 ). The TH model establishes innovation systems that facilitate knowledge conversion into economic endeavors by coordinating the functions of universities, government entities, and industry. The robustness of this perspective has been substantiated through comprehensive theoretical and empirical investigations (Mandrup & Jensen, 2017 ).

Therefore, this study aims to explore how EE in Chinese universities can adapt to new societal trends and demands through the guidance of TH theory. This research involves two major themes: educational objectives and content. Educational objectives play a pivotal role in regulating the entire process of educational activities, ensuring alignment with the principles and norms of education (Whitehead, 1967 ), while content provides a practical pathway to achieving these objectives. Specifically, the study has three pivotal research questions:

RQ1: What is the present landscape of EE research?

RQ2: What unified macroscopic goals should be formulated to guide EE in Chinese higher education?

RQ3: What specific EE system should be implemented to realize the identified goals in Chinese higher education?

The structure of this paper is as follows: First, we conduct a comprehensive literature review on EE to answer RQ1 , thereby establishing a robust theoretical foundation. Second, we outline our research methodology, encompassing both framework construction and case studies and providing a clear and explicit approach to our research process. Third, we derive the objectives and content model of EE guided by educational objectives, entrepreneurial motivations, and entrepreneurial process theories. Fourth, focusing on a typical university in China as our research subject, we conduct a case study to demonstrate the practical application of our research framework. Finally, we end the paper with the findings for RQ2 and RQ3 , discussions on the framework, and conclusions.

Literature review

The notion of TH first appeared in the early 1980s, coinciding with the global transition from an industrial to a knowledge-based economy (Cai & Etzkowitz, 2020 ). At that time, the dramatic increase in productivity led to overproduction, and knowledge became a valuable mechanism for driving innovation and economic growth (Mandrup & Jensen, 2017 ). Recognizing the potential of incorporating cutting-edge university technologies into industry and facilitating technology transfer and innovation, the US government took proactive steps to enhance the international competitiveness of American industries. This initiative culminated in the enactment of relevant legislation in 1980, which triggered a surge in technology transfer, patent licensing, and the establishment of new enterprises within the United States. Subsequently, European and Asian nations adopted similar measures, promoting the transformation of universities’ identity (Grimaldi et al., 2011 ). Universities assumed a central role in technology transfer, the formation of businesses, and regional revitalization within the knowledge society rather than occupying a secondary position within the industrial community. The conventional one-to-one relationships between universities, companies, and the government evolved into a dynamic TH model (Cai & Etzkowitz, 2020 ). Beyond their traditional roles in knowledge creation, wealth production, and policy coordination, these sectors began to engage in multifaceted interactions, effectively “playing the role of others” (Ranga & Etzkowitz, 2013 ).

The TH model encompasses three fundamental elements: 1) In a knowledge-based society, universities assume a more prominent role in innovation than in industry; 2) The three entities engage in collaborative relationships, with innovation policies emerging as a result of their mutual interactions rather than being solely dictated by the government; and 3) Each entity, while fulfilling its traditional functions, also takes on the roles of the other two parties (Henry, 2009 ). This model is closely aligned with EE.

On the one hand, EE can enhance the effectiveness of TH theory by strengthening the links between universities, industry, and government. The TH concept was developed based on entrepreneurial universities. The emerging entrepreneurial university model integrates economic development as an additional function. Etzkowitz’s research on the entrepreneurial university identified a TH model of academia-industry-government relations implemented by universities in an increasingly knowledge-based society (Galvao et al., 2019 ). Alexander and Evgeniy ( 2012 ) articulated that entrepreneurial universities are crucial to the implementation of triple-helix arrangements and that by integrating EE into their curricula, universities have the potential to strengthen triple-helix partnerships and boost the effectiveness of the triple-helix model.

On the other hand, TH theory also drives EE to achieve high-quality development. Previously, universities were primarily seen as sources of knowledge and human resources. However, they are now also regarded as reservoirs of technology. Within EE and incubation programs, universities are expanding their educational capabilities beyond individual education to shaping organizations (Henry, 2009 ). Surpassing their role as sources of new ideas for existing companies, universities blend their research and teaching processes in a novel way, emerging as pivotal sources for the formation of new companies, particularly in high-tech domains. Furthermore, innovation within one field of the TH influences others (Piqué et al., 2020 ). An empirical study by Alexander and Evgeniy ( 2012 ) outlined how the government introduced a series of initiatives to develop entrepreneurial universities, construct innovation infrastructure, and foster EE growth.

Overview of EE

EE occupies a crucial position in driving economic advancement, and this domain has been the focal point of extensive research. Fellnhofer ( 2019 ) examined 1773 publications from 1975 to 2014, introducing a more closely aligned taxonomy of EE research. This taxonomy encompasses eight major clusters: social and policy-driven EE, human capital studies related to self-employment, organizational EE and TH, (Re)design and evaluation of EE initiatives, entrepreneurial learning, EE impact studies, and the EE opportunity-related environment at the organizational level. Furthermore, Mohamed and Sheikh Ali ( 2021 ) conducted a systematic literature review of 90 EE articles published from 2009 to 2019. The majority of these studies focused on the development of EE (32%), followed by its benefits (18%) and contributions (12%). The selected research also addressed themes such as the relationship between EE and entrepreneurial intent, the effectiveness of EE, and its assessment (each comprising 9% of the sample).

Spanning from 1975 to 2019, these two reviews offer a comprehensive landscape of EE research. The perspective on EE has evolved, extending into multiple dimensions (Zaring et al., 2021 ). However, EE does not always achieve the expected outcomes, as challenges such as limited student interest and engagement as well as persistent negative attitudes are often faced (Mohamed & Sheikh Ali, 2021 ). In fact, the challenges faced by EE in most countries may be similar. However, the solutions may vary due to contextual differences (Fred Awaah et al., 2023 ). Furthermore, due to this evolution, there is a need for a more comprehensive grasp of pedagogical concepts and the foundational elements of modern EE (Hägg & Gabrielsson, 2020 ). Based on the objectives of this study, four specific themes were chosen for an in-depth literature review: the objectives, contents and methods, outcomes, and experiences of EE.

Objectives of EE

The objectives of EE may provide significant guidance for its implementation and the assessment of its effectiveness, and EE has evolved to form a diversified spectrum. Mwasalwiba ( 2010 ) presented a multifaceted phenomenon in which EE objectives are closely linked to entrepreneurial outcomes. These goals encompass nurturing entrepreneurial attitudes (34%), promoting new ventures (27%), contributing to local community development (24%), and imparting entrepreneurial skills (15%). Some current studies still emphasize particular dimensions of these goals, such as fostering new ventures or value creation (Jones et al., 2018 ; Ratten & Usmanij, 2021 ). These authors further stress the significance of incorporating practical considerations related to the business environment, which prompts learners to contemplate issues such as funding and resource procurement. This goal inherently underscores the importance of entrepreneurial thinking and encourages learners to transition from merely being students to developing entrepreneurial mindsets.

Additionally, Kuratko and Morris ( 2018 ) posit that the goal of EE should not be to produce entrepreneurs but to cultivate entrepreneurial mindsets in students, equipping them with methods for thinking and acting entrepreneurially and enabling them to perceive opportunities rapidly in uncertain conditions and harness resources as entrepreneurs would. While the objectives of EE may vary based on the context of the teaching institution, the fundamental goal is increasingly focused on conveying and nurturing an entrepreneurial mindset among diverse stakeholders. Hao’s ( 2017 ) research contends that EE forms a comprehensive system in which multidimensional educational objectives are established. These objectives primarily encompass cultivating students’ foundational qualities and innovative entrepreneurial personalities, equipping them with essential awareness of entrepreneurship, psychological qualities conducive to entrepreneurship, and a knowledge structure for entrepreneurship. Such a framework guides students towards independent entrepreneurship based on real entrepreneurial scenarios.

Various studies and practices also contain many statements about entrepreneurial goals. The Entrepreneurship Competence Framework, which was issued by the EU in 2016, delineates three competency domains: ideas and opportunities, resources and action. Additionally, the framework outlines 15 specific entrepreneurship competencies (Jun, 2017 ). Similarly, the National Content Standards for EE published by the US Consortium encompass three overarching strategies for articulating desired competencies for aspiring entrepreneurs: entrepreneurial skills, ready skills, and business functions (Canziani & Welsh, 2021 ). First, entrepreneurial skills are unique characteristics, behaviors, and experiences that distinguish entrepreneurs from ordinary employees or managers. Second, ready skills, which include business and entrepreneurial knowledge and skills, are prerequisites and auxiliary conditions for EE. Third, business functions help entrepreneurs create and operate business processes in business activities. These standards explain in the broadest terms what students need to be self-employed or to develop and grow a new venture. Although entrepreneurial skills may be addressed in particular courses offered by entrepreneurship faculties, it is evident that business readiness and functional skills significantly contribute to entrepreneurial success (Canziani & Welsh, 2021 ).

Contents and methods of EE

The content and methods employed in EE are pivotal factors for ensuring the delivery of high-quality entrepreneurial instruction, and they have significant practical implications for achieving educational objectives. The conventional model of EE, which is rooted in the classroom setting, typically features an instructor at the front of the room delivering concepts and theories through lectures and readings (Mwasalwiba, 2010 ). However, due to limited opportunities for student engagement in the learning process, lecture-based teaching methods prove less effective at capturing students’ attention and conveying new concepts (Rahman, 2020 ). In response, Okebukola ( 2020 ) introduced the Culturo-Techno-Contextual Approach (CTCA), which offers a hybrid teaching and learning method that integrates cultural, technological, and geographical contexts. Through a controlled experiment involving 400 entrepreneurship development students from Ghana, CTCA has been demonstrated to be a model for enhancing students’ comprehension of complex concepts (Awaah, 2023 ). Furthermore, learners heavily draw upon their cultural influences to shape their understanding of EE, emphasizing the need for educators to approach the curriculum from a cultural perspective to guide students in comprehending entrepreneurship effectively.

In addition to traditional classroom approaches, research has highlighted innovative methods for instilling entrepreneurial spirit among students. For instance, students may learn from specific university experiences or even engage in creating and running a company (Kolb & Kolb, 2011 ). Some scholars have developed an educational portfolio that encompasses various activities, such as simulations, games, and real company creation, to foster reflective practice (Neck & Greene, 2011 ). However, some studies have indicated that EE, when excessively focused on applied and practical content, yields less favorable outcomes for students aspiring to engage in successful entrepreneurship (Martin et al., 2013 ). In contrast, students involved in more academically oriented courses tend to demonstrate improved intellectual skills and often achieve greater success as entrepreneurs (Zaring et al., 2021 ). As previously discussed, due to the lack of a coherent theoretical framework in EE, there is a lack of uniformity and consistency in course content and methods (Ribeiro et al., 2018 ).

Outcomes of EE

Research on the outcomes of EE is a broad and continually evolving field, with most related research focusing on immediate or short-term impact factors. For example, Anosike ( 2019 ) demonstrated the positive effect of EE on human capital, and Chen et al. ( 2022 ) proposed that EE significantly moderates the impact of self-efficacy on entrepreneurial competencies in higher education students through an innovative learning environment. In particular, in the comprehensive review by Kim et al. ( 2020 ), six key EE outcomes were identified: entrepreneurial creation, entrepreneurial intent, opportunity recognition, entrepreneurial self-efficacy and orientation, need for achievement and locus of control, and other entrepreneurial knowledge. One of the more popular directions is the examination of the impact of EE on entrepreneurial intentions. Bae et al. ( 2014 ) conducted a meta-analysis of 73 studies to examine the relationship between EE and entrepreneurial intention and revealed little correlation. However, a meta-analysis of 389 studies from 2010 to 2020 by Zhang et al. ( 2022 ) revealed a positive association between the two variables.

Nabi et al. ( 2017 ) conducted a systematic review to determine the impact of EE in higher education. Their findings highlight that studies exploring the outcomes of EE have primarily concentrated on short-term and subjective assessments, with insufficient consideration of longer-term effects spanning five or even ten years. These longer-term impacts encompass factors such as the nature and quantity of startups, startup survival rates, and contributions to society and the economy. As noted in the Eurydice report, a significant impediment to advancing EE is the lack of comprehensive delineation concerning education outcomes (Bourgeois et al., 2016 ).

Experiences in the EE system

With the deepening exploration of EE, researchers have turned to studying university-centered entrepreneurship ecosystems (Allahar and Sookram, 2019 ). Such ecosystems are adopted to fill gaps in “educational and economic development resources”, such as entrepreneurship curricula. A growing number of universities have evolved an increasingly complex innovation system that extends from technology transfer offices, incubators, and technology parks to translational research and the promotion of EE across campuses (Cai & Etzkowitz, 2020 ). In the university context, the entrepreneurial ecosystem aligns with TH theory, in which academia, government, and industry create a trilateral network and hybrid organization (Ranga & Etzkowitz, 2013 ).

The EE system is also a popular topic in China. Several researchers have summarized the Chinese experience in EE, including case studies and overall experience, such as the summary of the progress and system development of EE in Chinese universities over the last decade by Weiming et al. ( 2013 ) and the summary of the Chinese experience in innovation and EE by Maoxin ( 2017 ). Other researchers take an in-depth look at the international knowledge of EE, such as discussions on the EE system of Denmark by Yuanyuan ( 2015 ), analyzes of the ecological system of EE at the Technical University of Munich by Yubing and Ziyan ( 2015 ), and comparisons of international innovation and EE by Ke ( 2017 ).

In general, although there has been considerable discussion on EE, the existing body of work has not properly addressed the practical challenges faced by EE in China. On the one hand, the literature is fragmented and has not yet formed a unified and mature theoretical framework. Regarding what should be taught and how it can be taught and assessed, the answers in related research are ambiguous (Hoppe, 2016 ; Wong & Chan, 2022 ). On the other hand, current research lacks empirical evidence in the context of China, and guidance on how to put the concept of EE into practice is relatively limited. These dual deficiencies impede the effective and in-depth development of EE in China. Consequently, it is imperative to comprehensively redefine the objectives and contents of EE to provide clear developmental guidance for Chinese higher education institutions.

Research methodology

To answer the research questions, this study employed a comprehensive approach by integrating both literature-based and empirical research methods. The initial phase focused on systematically reviewing the literature related to entrepreneurial education, aiming to construct a clear set of frameworks for the objectives and content of EE in higher education institutions. The second phase involved conducting a case study at T-University, in which the theoretical frameworks were applied to a real-world context. This case not only contributed to validating the theoretical constructs established through the literature review but also provided valuable insights into the practical operational dynamics of entrepreneurial education within the specific university setting.

Conceptual framework stage

This paper aims to conceptualize the objective and content frameworks for EE. The methodology sequence is as follows: First, we examine the relevant EE literature to gain insights into existing research themes. Subsequently, we identify specific research articles based on these themes, such as “entrepreneurial intention”, “entrepreneurial self-efficacy”, and “entrepreneurial approach”, among others. Third, we synthesize the shared objectives of EE across diverse research perspectives through an analysis of the selected literature. Fourth, we construct an objective model for EE within higher education by integrating Bloom’s educational objectives ( 1956 ) and Gagne’s five learning outcomes ( 1984 ), complemented by entrepreneurship motivation and process considerations. Finally, we discuss the corresponding content framework.

Case study stage

To further elucidate the conceptual framework, this paper delves into the methods for the optimization of EE in China through a case analysis. Specifically, this paper employs a single-case approach. While a single case study may have limited external validity (Onjewu et al., 2021 ), if a case study informs current theory and conceptualizes the explored issues, it can still provide valuable insights from its internal findings (Buchanan, 1999 ).

T-University, which is a comprehensive university in China, is chosen as the subject of the case study for the following reasons. First, T-University is located in Shanghai, which is a Chinese international technological innovation center approved by the State Council. Shanghai’s “14th Five-Year Plan” proposes the establishment of a multichannel international innovation collaboration platform and a global innovation cooperation network. Second, T-University has initiated curriculum reforms and established a regional knowledge economy ecosystem by utilizing EE as a guiding principle, which aligns with the characteristics of its geographical location, history, culture, and disciplinary settings. This case study will showcase T-University’s experiences in entrepreneurial learning, entrepreneurial practice, startup services, and the entrepreneurial climate, elucidating the positive outcomes of this triangular interaction and offering practical insights for EE in other contexts.

The data collection process of this study was divided into two main stages: field research and archival research. The obtained data included interview transcripts, field notes, photos, internal documents, websites, reports, promotional materials, and published articles. In the initial stage, we conducted a 7-day field trip, including visits to the Innovation and Entrepreneurship Institute, the Career Development Centre, the Academic Affairs Office, and the Graduate School. Moreover, we conducted semistructured interviews with several faculty members and students involved in entrepreneurship education at the university to understand the overall state of implementation of entrepreneurship education at the university. In the second stage, we contacted the Academic Affairs Office and the Student Affairs Office at the university and obtained internal materials related to entrepreneurship education. Additionally, we conducted a comprehensive collection and created a summary of publicly available documents, official school websites, public accounts, and other electronic files. To verify the validity of the multisource data, we conducted triangulation and ultimately used consistent information as the basis for the data analysis.

For the purpose of our study, thematic analysis was employed to delve deeply into the TH factors, the objective and content frameworks, and their interrelationships. Thematic analysis is a method for identifying, analyzing, and reporting patterns within data. This approach emphasizes a comprehensive interpretation of the data, as it extracts information from multiple perspectives and derives valuable conclusions through summary and induction (Onjewu et al., 2021 ). Therefore, thematic analysis likely serves as the foundation for most other qualitative data analysis methods (Willig, 2013 ). In this study, three researchers individually conducted rigorous analyses and comprehensive reviews to ensure the accuracy and reliability of the data. Subsequently, they engaged in collaborative discussions to explore their differences and ultimately reach a consensus.

Framework construction

Theoretical basis of ee in universities.

The study is grounded in the theories of educational objectives, planned behavior, and the entrepreneurial process. Planned behavior theory can serve to elucidate the emergence of entrepreneurial activity, while entrepreneurial process theory can be used to delineate the essential elements of successful entrepreneurship.

Theory of educational objectives. The primary goal of education is to assist students in shaping their future. Furthermore, education should directly influence students and facilitate their future development. Education can significantly enhance students’ prospects by imparting specific skills and fundamental principles and cultivating the correct attitudes and mindsets (Bruner, 2009 ). According to “The Aims of Education” by Whitehead, the objective of education is to stimulate creativity and vitality. Gagne identifies five learning outcomes that enable teachers to design optimal learning conditions based on the presentation of these outcomes, encompassing “attitude,” “motor skills,” “verbal information,” “intellectual skills,” and “cognitive strategies”. Bloom et al. ( 1956 ) argue that education has three aims, which concern the cognitive, affective, and psychomotor domains. Gedeon ( 2017 ) posits that EE involves critical input and output elements. The key objectives encompass mindset (Head), skill (hand), attitude (heart), and support (help). The input objectives include EE teachers, resources, facilities, courses, and teaching methods. The output objectives encompass the impacts of the input factors, such as the number of students, the number of awards, and the establishment of new companies. The primary aims of Gedeon ( 2017 ) correspond to those of Bloom et al. ( 1956 ).

Theory of planned behavior. The theory of planned behavior argues that human behavior is the outcome of well-thought-out planning (Ajzen, 1991 ). Human behavior depends on behavioral intentions, which are affected by three main factors. The first is derived from the individual’s “attitude” towards taking a particular action; the second is derived from the influence of “subjective norms” from society; and the third is derived from “perceived behavioral control” (Ajzen, 1991 ). Researchers have adopted this theory to study entrepreneurial behavior and EE.

Theory of the entrepreneurship process. Researchers have proposed several entrepreneurial models, most of which are processes (Baoshan & Baobao, 2008 ). The theory of the entrepreneurship process focuses on the critical determinants of entrepreneurial success. The essential variables of the entrepreneurial process model significantly impact entrepreneurial performance. Timmons et al. ( 2004 ) argue that successful entrepreneurial activities require an appropriate match among opportunities, entrepreneurial teams, resources, and a dynamic balance as the business develops. Their model emphasizes flexibility and equilibrium, and it is believed that entrepreneurial activities change with time and space. As a result, opportunities, teams, and resources will be unbalanced and need timely adjustment.

4H objective model of EE

Guided by TH theory, the objectives of EE should consider universities’ transformational identity in the knowledge era and promote collaboration among students, faculty, researchers, and external players (Mandrup & Jensen, 2017 ). Furthermore, through a comprehensive analysis of the literature and pertinent theoretical underpinnings, the article introduces the 4H model for the EE objectives, as depicted in Fig. 1 .

The 4H objective model of entrepreneurship education.

The model comprises two levels. The first level pertains to outcomes at the entrepreneurial behavior level, encompassing entrepreneurial intention and entrepreneurial performance. These two factors support universities’ endeavors to nurture individuals with an entrepreneurial mindset and potential and contribute to the region’s growth of innovation and entrepreneurship. The second level pertains to fundamentals, which form the foundation of the first level. The article defines these as the 4H model, representing mindset (Head), skill (Hand), attitude (Heart), and support (Help). This model integrates key theories, including educational objectives, the entrepreneurship process, and planned behavior.

First, according to the theory of educational objectives, the cognitive, emotional, and skill objectives proposed by Bloom et al. ( 1956 ) correspond to the key goals of education offered by Gedeon ( 2017 ), namely, Head, Hand, and Heart; thus, going forward, in this study, these three objectives are adopted. Second, according to the theory of planned behavior, for the promotion of entrepreneurial intention, reflection on the control of beliefs, social norms, and perceptual behaviors must be included. EE’s impact on the Head, Hand, and Heart will promote the power of entrepreneurs’ thoughts and perceptual actions. Therefore, this approach is beneficial for enhancing entrepreneurial intentions. Third, according to entrepreneurship process theory, entrepreneurial performance is affected by various factors, including entrepreneurial opportunities, teams, and resources. Consideration of the concepts of Head, Hand, and Heart can enhance entrepreneurial opportunity recognition and entrepreneurial team capabilities. However, as the primary means of obtaining external resources, social networks play an essential role in improving the performance of innovation and entrepreneurship companies (Gao et al., 2023 ). Therefore, an effective EE program should tell students how to take action, connect them with those who can help them succeed (Ronstadt, 1985 ), and help them access the necessary resources. If EE institutions can provide relevant help, they will consolidate entrepreneurial intentions and improve entrepreneurial performance, enabling the EE’s objective to better support the Head, Hand, and Heart.

Content model of EE

EE necessitates establishing a systematic implementation framework to achieve the 4H objectives. Current research on EE predominantly focuses on two facets: one focuses on EE methods to improve students’ skills, and the other focuses on EE outcome measurements, which consider the impact of EE on different stakeholders. Based on this, to foster innovation in EE approaches and enable long-term sustainable EE outcomes, the 4H Model of EE objectives mandates that pertinent institutions provide entrepreneurial learning, entrepreneurial practice, startup services, and a suitable entrepreneurial climate. These components constitute the four integral facets of the content model for EE, as depicted in Fig. 2 .

The content model of entrepreneurship education.

Entrepreneurial learning

Entrepreneurial learning mainly refers to the learning of innovative entrepreneurial knowledge and theory. This factor represents the core of EE and can contribute significantly to the Head component. It can also improve the entrepreneurial thinking ability of academic subjects through classroom teaching, lectures, information reading and analysis, discussion, debates, etc. Additionally, it can positively affect the Hand and Heart elements of EE.

Entrepreneurial practice

Entrepreneurial practice mainly refers to academic subjects comprehensively enhancing their cognition and ability by participating in entrepreneurial activities. This element is also a key component of EE and plays a significant role in the cultivation of the Hand element. Entrepreneurial practice is characterized by participation in planning and implementing entrepreneurial programs, competitions, and simulation activities. Furthermore, it positively impacts EE’s Head, Heart, and Help factors.

Startup services

Startup services mainly refer to entrepreneurial-related support services provided by EE institutions, which include investment and financing, project declaration, financial and legal support, human resources, marketing, and intermediary services. These services can improve the success of entrepreneurship projects. Therefore, they can reinforce the expectations of entrepreneurs’ success and positively impact the Heart, Hand, and Head objectives of EE.

Entrepreneurial climate

The entrepreneurial climate refers to the entrepreneurial environment created by EE institutions and their community and is embodied mainly in the educational institutions’ external and internal entrepreneurial culture and ecology. The environment can impact the entrepreneurial attitude of educated individuals and the Heart objective of EE. Additionally, it is beneficial for realizing EE’s Head, Hand, and Help goals.

Case study: EE practice of T-University

Overview of ee at t-university.

T-University is one of the first in China to promote innovation and EE. Since the 1990s, a series of policies have been introduced, and different platforms have been set up. After more than 20 years of teaching, research, and practice, an innovation and entrepreneurship education system with unique characteristics has gradually evolved. The overall goal of this system is to ensure that 100% of students receive such education, with 10% of students completing the program and 1% achieving entrepreneurship with a high-quality standard. The overall employment rate of 2020 graduates reached 97.49%. In recent years, the proportion of those pursuing entrepreneurship has been more than 1% almost every year. The T-Rim Knowledge-Based Economic Circle, an industrial cluster formed around knowledge spillover from T-University’s dominant disciplines, employs more than 400 T-University graduates annually.

In 2016, T-University established the School of Innovation & Entrepreneurship, with the president serving as its dean. This school focuses on talent development and is pivotal in advancing innovation-driven development strategies. It coordinates efforts across various departments and colleges to ensure comprehensive coverage of innovation and EE, the integration of diverse academic disciplines, and the transformation of interdisciplinary scientific and technological advancements (see Fig. 3 ).

T-University innovation and entrepreneurship education map.

T-University is dedicated to integrating innovation and EE into every stage of talent development. As the guiding framework for EE, the university has established the Innovation and EE sequence featuring “three-dimensional, linked, and cross-university cooperation” with seven educational elements. These elements include the core curriculum system of innovation and entrepreneurship, the “one top-notch and three excellences” and experimental zones of innovation and entrepreneurship talent cultivation model, the four-level “China-Shanghai-University-School” training programs for innovation and entrepreneurship, four-level “International-National-Municipal-University” science and technology competitions, four-level “National-Municipal-University-School” innovation and entrepreneurship practice bases, three-level “Venture Valley-Entrepreneurship Fund-Industry Incubation” startup services and a high-level teaching team with both full-time and part-time personnel.

T-University has implemented several initiatives. First, the university has implemented 100% student innovation and EE through reforming the credit setting and curriculum system. Through the Venture Valley class, mobile class, and “joint summer school”, more than 10% of the students completed the Innovation and EE program. Moreover, through the professional reform pilot and eight professional incubation platforms in the National Science and Technology Park of T-University and other measures, 1% of the students established high-quality entrepreneurial enterprises. Second, the university is committed to promoting the integration of innovation and entrepreneurship and training programs, exploring and practising a variety of innovative talent cultivation models, and adding undergraduate innovation ability development as a mandatory component of the training program. In addition, pilot reforms have been conducted in engineering, medicine, and law majors, focusing on integrating research and education.

T-University has constructed a high-level integrated innovation and entrepreneurship practice platform by combining internal and external resources. This platform serves as the central component in Fig. 3 , forming a sequence of innovation and entrepreneurship practice opportunities, including 1) the On-and-off Campus Basic Practice Platform, 2) the Entrepreneurship Practice Platform with the Integration of Production, Learning, and Research, 3) the Transformation Platform of Major Scientific Research Facilities and Achievements, and 4) the Strategic Platform of the T-Rim Knowledge-Based Economic Circle. All these platforms are accessible to students based on their specific tasks and objectives.

Moreover, the university has reinforced its support for entrepreneurship and collaborated with local governments in Sichuan, Dalian, and Shenzhen to establish off-campus bases jointly. In 2016, in partnership with other top universities in China, the university launched the Innovation and Entrepreneurship Alliance of Universities in the Yangtze River Delta. This alliance effectively brings together government bodies, businesses, social communities, universities, and funding resources in the Yangtze River Delta, harnessing the synergistic advantages of these institutions. In 2018, the university assumed the director role for the Ministry of Education’s Steering Committee for Innovation and Entrepreneurship. Through collaborations with relevant government agencies and enterprises, T-University has continued its efforts to reform and advance innovation and EE, establishing multiple joint laboratories to put theory into practice.

Startup service

In terms of entrepreneurial services, T-University has focused on the employment guidance center and the science and technology Park, working closely with the local industrial and commercial bureaus in the campus area to provide centralized entrepreneurial services. Through entities such as the Shanghai Municipal College Entrepreneurship Guidance Station, entrepreneurship seedling gardens, the science and technology park, and off-campus bases such as the entrepreneurship valley, the university has established a full-cycle service system that is tailored to students’ innovative and entrepreneurial activities, providing continuous professional guidance and support from the early startup stage to maturity.

Notably, the T-University Science and Technology Park has set up nine professional incubation service platforms that cover investment and financing, human resources, entrepreneurship training, project declaration, financial services, professional intermediaries, market promotion, advanced assessment, and the labor union. Moreover, the Technology Park has established a corporate service mechanism for liaison officers, counselors, and entrepreneurship mentors to ensure that enterprises receive comprehensive support and guidance. Through these services, T-University has successfully cultivated numerous high-tech backbone enterprises, such as New Vision Healthcare, Zhong Hui Ecology, Tongjie Technology, Tonglei Civil Engineering, and Tongchen Environmental Protection, which indicates the positive effect of these entrepreneurial services.

T-University places significant emphasis on fostering the entrepreneurial climate, which is effectively nurtured through the T-Rim Knowledge-Based Economic Circle and on-campus entrepreneurship activities. Moreover, T-University is dedicated to establishing and cultivating a dynamic T-Rim Knowledge-Based Economic Circle in strategic alignment with the district government and key agencies. This innovative ecosystem strategically centers around three prominent industrial clusters: the creative and design industry, the international engineering consulting services industry, and the new energy/materials and environmental technology industry. These industrial clusters provide fertile ground for graduates’ employment and entrepreneurial pursuits and have yielded remarkable economic outputs. In 2020, the combined value of these clusters surged to a staggering RMB 50 billion, with 80% of entrepreneurs being teachers, students, or alumni from T-University.

This commitment has led to the establishment of an intricate design industry chain featuring architectural design and urban planning design; it also supports services in automobile design, landscape design, software design, environmental engineering design, art media design, and associated services such as graphic production, architectural modeling, and engineering consulting.

The EE system at T-University

T-University has undertaken a comprehensive series of initiatives to promote EE, focusing on four key aspects: entrepreneurial learning, entrepreneurial practice, startup service, and the entrepreneurial climate. As of the end of 2021, the National Technology Park at T-University has cumulatively supported more than 3000 enterprises. Notably, the park has played a pivotal role in assisting more than 300 enterprises established by college students.

In its commitment to EE, the university maintains an open approach to engaging with society. Simultaneously, it integrates innovative elements such as technology, information, and talent to facilitate students’ entrepreneurial endeavors. Through the synergy between the university, government entities, and the market, EE cultivates a cadre of entrepreneurial talent. The convergence of these talents culminates in the formation of an innovative and creative industry cluster within the region, representing the tangible outcome of the university’s “disciplinary chain—technology chain—industry chain” approach to EE. This approach has gradually evolved into the innovative ecosystem of the T-Rim Knowledge-Based Economic Circle.

Findings and discussion

Unified macroscopic objectives of ee.

To date, a widespread consensus on defining EE in practical terms has yet to be achieved (Mwasalwiba, 2010 ; Nabi et al., 2017 ). Entrepreneurial education should strive towards a common direction, which is reflected in the agreement on educational objectives and recommended teaching methods(Aparicio et al., 2019 ). Mason and Arshed ( 2013 ) criticized that entrepreneurial education should teach about entrepreneurship rather than for entrepreneurship. Therefore, EE should not only focus on singular outcome-oriented aspects but also emphasize the cultivation of fundamental aspects such as cognition, abilities, attitudes, and skills.

This study embarks on a synthesis of the EE-related literature, integrating educational objective theory, planned behavior theory, and entrepreneurial process theory. The 4H model of EE objectives, which consists of basic and outcome levels, is proposed. This model aims to comprehensively capture the core elements of EE, addressing both students’ performance in entrepreneurial outcomes and their development of various aspects of foundational cognitive attributes and skills.

The basic level of the EE objective model includes the 4Hs, namely Head (mindset), Hand (skill), Heart (attitude), and Help (support). First, Head has stood out as a prominent learning outcome within EE over the past decade (Fretschner & Lampe, 2019 ). Attention given to the “Head” aspect not only highlights the development of individuals recognized as “entrepreneurs” (Mitra, 2017 ) but also underscores its role in complementing the acquisition of skills and practical knowledge necessary for initiating new ventures and leading more productive lives (Neck & Corbett, 2018 ).

Second, the Hand aspect also constitutes a significant developmental goal and learning outcome of EE. The trajectory of EE is evolving towards a focus on entrepreneurial aspects, and the learning outcomes equip students with skills relevant to entrepreneurship (Wong & Chan, 2022 ). Higher education institutions should go beyond fundamental principles associated with knowledge and actively cultivate students’ entrepreneurial skills and spirit.

Third, Heart represents EE objectives that are related to students’ psychological aspects, as students’ emotions, attitudes, and other affective factors impact their perception of entrepreneurship (Cao, 2021 ). Moreover, the ultimate goal of EE is to instill an entrepreneurial attitude and pave the way for future success as entrepreneurs in establishing new businesses and fostering job creation (Kusumojanto et al., 2021 ). Thus, the cultivation of this mindset is not only linked to the understanding of entrepreneurship but also intricately tied to the aspiration for personal fulfillment (Yang, 2013 ).

Fourth, entrepreneurship support (Help) embodies the goal of providing essential resource support to students to establish a robust foundation for their entrepreneurial endeavors. The establishment of a comprehensive support system is paramount for EE in universities. This establishment encompasses the meticulous design of the curriculum, the development of training bases, and the cultivation of teacher resources (Xu, 2017 ). A well-structured support system is crucial for equipping students with the necessary knowledge and skills to successfully navigate the complexities of entrepreneurship (Greene & Saridakis, 2008 ).

The outcome level of the EE objective model encompasses entrepreneurial intention and entrepreneurial performance, topics that have been extensively discussed in the previous literature. Entrepreneurial intention refers to individuals’ subjective willingness and plans for entrepreneurial behavior (Wong & Chan, 2022 ) and represents the starting point of the entrepreneurial process. Entrepreneurial performance refers to individuals’ actual behaviors and achievements in entrepreneurial activities (Wang et al., 2021 ) and represents the ultimate manifestation of entrepreneurial goals. In summary, the proposed 4H model of the EE objectives covers fundamental attitudes, cognition, skills, support, and ultimate outcomes, thus answering the question of what EE should teach.

Specific implementable system of EE

To facilitate the realization of EE goals, this study developed a corresponding content model as an implementable system and conducted empirical research through a case university. Guided by the 4H objectives, the content model also encompasses four dimensions: entrepreneurial learning, entrepreneurial practice, startup service, and entrepreneurial climate. Through a detailed exposition of the practical methods at T-university, this study provides support for addressing the question of how to teach EE.

In the traditional EE paradigm, there is often an overreliance on the transmission of theoretical knowledge, which leads to a deficiency in students’ practical experience and capabilities (Kremel and Wetter-Edman, 2019 ). Moreover, due to the rapidly changing and dynamic nature of the environment, traditional educational methods frequently become disconnected from real-world demands. In response to these issues, the approach of “learning by doing” has emerged as a complementary and improved alternative to traditional methods (Colombelli et al., 2022 ).

The proposed content model applies the “learning by doing” approach to the construction of the EE system. For entrepreneurial learning, the university has constructed a comprehensive innovation and EE chain that encompasses courses, experimental areas, projects, competitions, practice bases, and teaching teams. For entrepreneurial practice, the university has built a high-level, integrated innovation and entrepreneurship practice platform that provides students with the opportunity to turn their ideas into actual projects. For startup services, the university has established close collaborative relationships with local governments and enterprises and has set up nine professional incubation service platforms. For the entrepreneurial climate, the university cultivated a symbiotic innovation and EE ecosystem by promoting the construction of the T-Rim Knowledge-Based Economic Circle. Through the joint efforts of multiple parties, the entrepreneurial activities of teachers, students, and alumni have become vibrant and have formed a complete design industry chain and an enterprise ecosystem that coexists with numerous SMEs.

Development of a framework based on the TH theory

Through the exploration of the interactive relationships among universities, governments, and industries, TH theory points out a development direction for solving the dilemma of EE. Through the lens of TH theory, this study developed a comprehensive framework delineating the macroscopic objectives and practical methods of EE, as depicted in Fig. 4 . In this context, EE has become a common undertaking for multiple participants. Therefore, universities can effectively leverage the featured external and internal resources, facilitating the organic integration of entrepreneurial learning, practice, services, and climate. This, in turn, will lead to better achievement of the unified goals of EE.

Practical contents and objectives based on the triple helix theory.

Numerous scholars have explored the correlation between EE and the TH theory. Zhou and Peng ( 2008 ) articulated the concept of an entrepreneurial university as “the university that strongly influences the regional development of industries as well as economic growth through high-tech entrepreneurship based on strong research, technology transfer, and entrepreneurship capability.” Moreover, Tianhao et al. ( 2020 ) emphasized the significance of fostering collaboration among industry, academia, and research as the optimal approach to enhancing the efficacy of EE. Additionally, Ribeiro et al. ( 2018 ) underscored the pivotal role of MIT’s entrepreneurial ecosystem in facilitating startup launches. They called upon educators, university administrators, and policymakers to allocate increased attention to how university ecosystems can cultivate students’ knowledge, skills, and entrepreneurial mindsets. Rather than viewing EE within the confines of universities in isolation, we advocate for establishing an integrated system that encompasses universities, government bodies, and businesses. Such a system would streamline their respective roles and ultimately bolster regional innovation and entrepreneurship efforts.

Jones et al. ( 2021 ) reported that with the widespread embrace of EE by numerous countries, the boundaries between universities and external ecosystems are becoming increasingly blurred. This convergence not only fosters a stronger entrepreneurial culture within universities but also encourages students to actively establish startups. However, these startups often face challenges related to limited value and long-term sustainability. From the perspective of TH theory, each university can cultivate an ecosystem conducive to specialized entrepreneurial activities based on its unique resources and advantages. To do so, universities should actively collaborate with local governments and industries, leveraging shared resources and support to create a more open, inclusive, and innovation-supporting ecosystem that promotes lasting reform and sustainability.

There are two main ways in which this paper contributes to the literature. First, this study applies TH theory to both theoretical and empirical research on EE in China, presenting a novel framework for the operation of EE. Previous research has applied TH theory in contexts such as India, Finland, and Russia, showcasing the unique contributions of TH in driving social innovation. This paper introduces the TH model to the Chinese context, illustrating collaborative efforts and support for EE from universities, industries, and governments through the construction of EE objectives and content models. Therefore, this paper not only extends the applicability of the TH theory globally but also provides valuable insights for EE in the Chinese context.

Second, the proposed conceptual framework clarifies the core goals and practical content of EE. By emphasizing the comprehensive cultivation of knowledge, skills, attitudes, and resources, this framework provides a concrete reference for designing EE courses, activities, and support services. Moreover, the framework underscores the importance of collaborative efforts among stakeholders, facilitating resource integration to enhance the quality and impact of EE. Overall, the conceptual framework presented in this paper serves not only as a guiding tool but also as a crucial bridge for fostering the collaborative development of the EE ecosystem.

While EE has widespread global recognition, many regions still face similar developmental challenges, such as a lack of organized objectives and content delivery methods. This article, grounded in the context of EE in Chinese higher education institutions, seeks to address the current challenges guided by TH theory. By aligning EE with socioeconomic demands and leveraging TH theory, this study offers insights into the overall goals and practical content of EE.

This study presents a 4H objective model of EE comprising two levels. The first level focuses on outcomes related to entrepreneurial behavior, including entrepreneurial intentions and performance, which highlight the practical effects of EE. The second level is built as the foundation of the outcomes and encompasses the four elements of mindset, skill, attitude, and support. This multilayered structure provides a more systematic and multidimensional consideration for the cultivation of entrepreneurial talent. The framework offers robust support for practical instructional design and goal setting. Additionally, the research extends to the corresponding content model, incorporating four elements: entrepreneurial learning, entrepreneurial practice, startup services, and the entrepreneurial climate. This content model serves as a practical instructional means to achieve EE goals, enhancing the feasibility of implementing these objectives in practice.

Moreover, this study focused on a representative Chinese university, T-University, to showcase the successful implementation of the 4H and content models. Through this case, we may observe how the university, through comprehensive development in entrepreneurial learning, practice, services, and climate, nurtured many entrepreneurs and facilitated the formation of the innovation and entrepreneurship industry cluster. This approach not only contributes to the university’s reputation and regional economic growth but also offers valuable insights for other regions seeking to advance EE.

This study has several limitations that need to be acknowledged. First, the framework proposed is still preliminary. While its application has been validated through a case study, further exploration is required to determine the detailed classification and elaboration of its constituent elements to deepen the understanding of the EE system. Second, the context of this study is specific to China, and the findings may not be directly generalizable to other regions. Future research should investigate the adaptability of the framework in various cultural and educational contexts from a broader international perspective. Finally, the use of a single-case approach limits the generalizability of the research conclusions. Subsequent studies can enhance comprehensiveness by employing a comparative or multiple-case approach to assess the framework’s reliability and robustness.

In conclusion, this study emphasizes the need to strengthen the application of TH theory in EE and advocates for the enhancement of framework robustness through multiple and comparative case studies. An increase in the quantity of evidence will not only generate greater public interest but also deepen the dynamic interactions among universities, industries, and the nation. This, in turn, may expedite the development of EE in China and foster the optimization of the national economy and the overall employment environment.

Data availability

The datasets generated during and/or analyzed during the current study are not publicly available. Making the full data set publicly available could potentially breach the privacy that was promised to participants when they agreed to take part, in particular for the individual informants who come from a small, specific population, and may breach the ethics approval for the study. The data are available from the corresponding author on reasonable request.

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Acknowledgements

We express our sincere gratitude to all individuals who contributed to the data collection process. Furthermore, we extend our appreciation to Linlin Yang and Jinxiao Chen from Tongji University for their invaluable suggestions on the initial draft. Special thanks are also due to Prof. Yuzhuo Cai from Tampere University for his insightful contributions to this paper. Funding for this study was provided by the Chinese National Social Science Funds [BIA190205] and the Shanghai Educational Science Research General Project [C2023033].

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Luning Shao

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Shanghai International College of Intellectual Property, Tongji University, Shanghai, China

Shengce Ren

Institute of Higher Education, Tongji University, Shanghai, China

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All the authors contributed to the study’s conception and design. Material preparation, data collection, and analysis were performed by Luning Shao, Yuxin Miao, Sanfa Cai and Fei Fan. The first Chinese outline and draft were written by Luning Shao, Yuxin Miao, and Shengce Ren. The English draft of the manuscript was prepared by Fei Fan. All the authors commented on previous versions of the manuscript. All the authors read and approved the final manuscript.

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This research was approved by the Tongji University Ethics Committee for Human Research (No. tjdxsr079). The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

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Shao, L., Miao, Y., Ren, S. et al. Designing a framework for entrepreneurship education in Chinese higher education: a theoretical exploration and empirical case study. Humanit Soc Sci Commun 11 , 519 (2024). https://doi.org/10.1057/s41599-024-03024-2

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Education entrepreneurship, master of science in education (m.s.ed.), you are here, acquire the knowledge, skills, and networks you need to create new schools, launch ed tech ventures, and drive innovation in educational organizations and corporations around the world. .

The world's first master’s degree program in Education Entrepreneurship equips you with the expertise, tools, and experiences necessary to chart new solutions in education. To accommodate your career, the accelerated program is delivered through a blend of on-campus and online weekends and summer intensives — meaning that you can continue working full-time and be based in your home community while earning your master’s degree in just 12 months. 

What Sets Us Apart

About the program.

A unique program experience designed to help you create, test, and build innovative solutions to critical problems in a rapidly changing global landscape. Coursework provides a strong foundation in education, business, design, and entrepreneurship with a focus on increasing access, equity, and impact. The capstone experience prepares you to identify a new opportunity, either for an existing or new venture, and design your own school, education program, service, or product.

Duration of program Accelerated 12-month program (summer program start) Two 10-day intensives (Summer I, Summer II) Six three-day weekends (Fall, Spring)

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Through its unique design at the intersection of education, innovation, business, and entrepreneurship, the Education Entrepreneurship master’s program empowers current and aspiring leaders with the critical academic knowledge, cross-sector tools, business skills, and entrepreneurial mindset necessary to create innovative solutions in education.

Built for working professionals seeking to innovate within an existing organization, and for education and business leaders, entrepreneurs, and others interested in building and accelerating new ventures, students develop expertise in three key domains: Education Foundations, Business Essentials, and Entrepreneurial Leadership. This curriculum is complemented with premier access to Penn GSE and Wharton startup resources and clubs, education and ed tech networks, school design labs, and professional development across the innovation ecosystem.

Across the program, students work with renowned faculty from Penn’s Graduate School of Education, The Wharton Business School, Weitzman School of Design, and the School of Engineering and Applied Science to identify emerging opportunities and create the next generation of high-impact education programs, products, and services. In the 12-month Capstone project, students work with industry leaders and entrepreneurs to identify a new opportunity for education innovation based on their own personal mission and professional goals.

Students learn and apply new knowledge, theory, and skills in three domains: Education Foundations, Business Essentials, and Entrepreneurial Leadership. For a full list of courses in the Education Entrepreneurship program, please click here .

1. Education Foundations uses leading research, case studies, simulations, EdLab site visits, and lived experience to dive deep into the connections between education philosophy, practice, culture, and innovation.

Students explore the future of teaching and learning using education theories, learning sciences, design innovation, and next-generation platforms. This domain connects students with researchers, innovators, entrepreneurs, and education leaders to understand the rapidly changing global landscape and evolving role of innovation in classrooms and institutional settings. The foundations strand also provides opportunities to meet thought leaders across the new schools’ movement and the edtech and investment landscapes. The program includes three education courses. 

2. Business Essentials explores marketing, finance, management, and operations as they pertain to organizational innovation and venture creation—both generally and in particular to schools, universities, and educational organizations.

Students learn about the financial, operational, legal, and marketing aspects of building and managing educational programs, products, and services. This domain provides students with core business skills and experiences that can be leveraged by innovators in emerging or established companies, and by entrepreneurial leaders in education and other startup environments. The program includes three business courses.

3. Entrepreneurial Leadership focuses on ideation, research, strategy and execution, and on managing areas such as technology, intellectual property, communications, and evaluation.

Students learn about how innovators and entrepreneurs influence the creation, development, and successful production of new education models. This domain explores how entrepreneurial insights are tested and developed, how competitive advantages are gained and protected, and how entrepreneurs think about social return on investments. Students examine how academic and field research can be leveraged to improve the viability, impact, and sustainability of emerging innovations. The program includes three entrepreneurship courses.

For more information on courses and requirements, visit the  Education Entrepreneurship M.S.Ed. program in the University Catalog .

The Education Entrepreneurship program is designed to fit the schedule of full-time working professionals. The program meets onsite eight times over 12 months and includes virtual supplemental learning opportunities between onsite sessions.  The format and schedule allow students to continue residing in their home communities and maintaining their full-time employment.

The program will provide hotel accommodations (single rooms) and meals during on-campus sessions.

Sample Cohort Schedule

2023-2024   cohort, 2024-2025   cohort*.

* 2024-2025 intensive dates subject to change. Please refer to this webpage for the most up to date schedule.

In the culminating capstone project, students identify a new opportunity—either for an existing entity or for the creation of a new venture—and implement the skills they have built in the program to launch their own education program, service, or product. Students build a business case, executing experiments that validate or invalidate key hypotheses governing the opportunity. The capstone culminates with a demo day where students pitch their ventures to a distinguished panel of judges.

The exploratory work for the capstone project begins on day one, with discovery-driven planning, ideation, and pitch practice. The second stage includes design thinking, market research, and rapid validation testing using lean methods. Designing learning environments, building venture financial models, and developing marketing plans are key elements in the third stage. In the final stage, students build integrated businesses cases for their education ventures, including financial models and pitch decks. Throughout the 12-month project, students pitch, test, iterate, pivot, and refine venture ideas through meetings with a team of mentors—including ed tech and school entrepreneurs, education intrapreneurs, business leaders, researchers, practitioners, and investors.

Project Components

At the completion of capstone project, students develop a strong business case for a real-world education solution or innovation that allows them to showcase their entrepreneurial skills and knowledge to potential employers, partners, and investors.

Common Topic Areas

• New school designs and programs
• Ed tech teaching and learning solutions
• Curriculum innovations
• New communities of practice
• Ed products and marketplaces

Sample Capstone Projects

New ventures(*) and existing entities that students strengthened through their programmatic work as both entrepreneurs and intrapreneurs:

The Arcadia School : The Arcadia Secondary School helps expatriate students in Dubai South prepare for universities and society with a holistic English approach to secondary school education.

Center for Entrepreneurial Leadership : Prepares students to change the world through an entrepreneurial mindset—a mindset of curiosity and courageous creativity.

Neverbore *:  Demystifies the process of creating student-centered, active learning environments for academically rigorous high school classrooms.

Nomad Minds *: Creates experiences which promote dialogue, understanding, and appreciation among globally interconnected local cultures.

Raise.me : Expands access to higher education, especially among low-income and first generation students, so that every student has a shot at the American Dream.

e squared Labs : Increases empathy and equity by elevating the needs, voices, and visions of youth and marginalized communities

GYE Zone : Brings real-world challenges to global high school students and prepares them for college and career readiness through youth entrepreneurship education.

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The M.S.Ed. in Education Entrepreneurship dual degree is an exciting opportunity for Wharton MBA students who recognize new challenges and opportunities due to the tectonic shifts underway in society, in business, and in education. Combining the masters in Education Entrepreneurship with a MBA from Wharton creates a unique, highly marketable degree. By acquiring complementary knowledge and skills in the fields of teaching and learning, ed tech, educational leadership, social impact investment, and education entrepreneurship, dual-degree students prepare themselves to take on organizational leadership roles that now almost universally include creating and managing continuous training, development, and re-skilling programs for a dynamic global workforce.

The unique program design allows Wharton students to graduate within the same two years at an incremental cost, making the dual MBA/M.S.Ed. program a strong value. This 9-course program is designed for Wharton MBA students to start during the summer semester after their first year of studies at Wharton. Students apply six elective courses and one transfer course to the Education Entrepreneurship program and complete both programs by the end of June of students' second summer at Wharton. Three quarters of the Education Entrepreneurship program tuition can be funded through the Wharton MBA.

Three Reasons this MBA Student Helped Pioneer a New Dual-Degree Program in Education Entrepreneurship

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Prospective students apply for the dual degree by submitting separate applications simultaneously to both The Wharton School and Penn GSE. A limited number of program openings may be available to enrolled 1st year Wharton MBA students. Please contact Admissions at  [email protected]  for additional information.

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Ready to launch or expand your social enterprise?

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Funded by the Jacobs Foundation, the award gives select currently enrolled GSE Education Entrepreneurship students practical and financial support to develop and launch their own social impact ventures in the education sector.

As an awardee, you will receive a cash award and join the community of Jacobs Fellows —allowing you to share knowledge and experiences with a network of leaders from all over the world.

Read more about the Prize and how to apply here.

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The M.S.Ed./MBA is a joint program sponsored by Penn GSE and the Wharton School . This dual-degree option is ideal for Wharton MBA students interested in topics related to education entrepreneurship, including pedagogy, educational leadership, scaling social impact initiatives, and the education marketplace. Admitted students complete both degrees over the course of two years.

Read more about  why students choose the joint degree program

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The Education Entrepreneurship program is an interdisciplinary learning community where theory and practice from numerous disciplines and fields intertwine with the goal of driving meaningful, positive change in education. Our faculty reflect this interdisciplinarity and come from all across the University of Pennsylvania, as well as from outside institutions, and industry. The faculty listed below currently teach within the program or are engaged as close program advisors.

Denise Dahlhoff Senior Researcher, Consumer Research, The Conference Board Doctorate, Friedrich Schiller University Jena

Rita Ferrandino Capstone Instructor M.B.A., Pennsylvania State University

Serrano Legrand Research Advisor Ed.D., University of Pennsylvania

Rebecca A. Maynard Professor Emerita of Education and Social Policy Ph.D., University of Wisconsin, Madison

Natalie Nixon President, Figure 8 Thinking Ph.D., The University of Westminster

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Janine Remillard Professor Ph.D., Michigan State University

Howard C. Stevenson Constance Clayton Professor of Urban Education Ph.D., Fuller Graduate School of Psychology

Blair Stevenson Global Entrepreneur in Residence Ph.D. University of Oulu

What drew me to Penn was knowing that from the start I was going to work on my own educational problem—and eventually walk away with a tangible product.

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Graduates of this unique program leave with the tools necessary to create new schools and initiatives, launch education startups, fund and manage technology ventures, scale leading-edge programs, and drive innovation in educational organizations and corporations.

Our alumni have gone on to careers such as:

• Founders and founding teams of K-12 schools like Ethos Classical, Villa Bella Expeditionary School, and STEM Preparatory Academy
• Higher Education Directors of Innovation at Wharton Entrepreneurship, Arizona State University Learning Futures Collaboratory, and the Lab Student Innovation Center
• Leaders in educational technology startups like Coursalytics, Matific, Raise.me, and Tembo
• Intrapreneurs at Digital Promise and Amazon
• Teacher-preneurs at businesses like Neverbore, NomadMinds, Scholas Occurrentes, R.E.A.L Discussion, and e² labs
• Deans & CFOs of private international schools like the Arcadia School in Dubai, Vin University in Vietnam, the American College of Greece and Kings Academy Jordan
• Directors at leading nonprofits like Harlem Children’s Zone, Communities in Schools, KIPP, TFA, and the Community Engagement Building
• Directors and Deans at U.S. private schools like Springside Chestnut Hill Academy, McCallie School, Bethesda Academy, Philips Exeter Academy, and the Westminster Schools
• VPs and Directors at multinational education businesses like ACT, McGraw Hill, and the College Board
• CEOs and Directors of education policy centers and investment firms like The Center for Education Reform, and Global Silicon Valley Advisors

Meet Some of Our Alumni

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Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

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Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

Related News & Research

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Penn GSE alum Julee Gard protects the financial viability of small universities

Pioneering change: How Penn GSE alumni combat climate crisis

Penn GSE faculty celebrate recent and upcoming publications

A center for global education innovation, Catalyst @ Penn GSE connects people and ideas to develop new ways to advance education in novel and meaningful directions.

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Penn GSE’s Center for Professional Learning offers Virtual Institutes, Certificate Programs, and a variety of webinars and workshops for teachers, school leaders, and community organizations.

Propelling Change: Penn GSE Education Entrepreneurship Alumni

January 23, 2020

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First cohort of Jacobs Education Impact Prize Fellows receives funding to develop impact ventures

Crysti chen, cohort 6 student, is 1 of 3 penn students awarded the schwarzmann scholarship, natasha lopez, cohort 3 alum, was interviewed for her work with latinos for education, read program founder bobbi kurshan's latest thoughts on education, entrepreneurship, and innovation on her forbes blog, you may be interested in, related programs.

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• International Educational Development M.S.Ed.
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Related Topics

Designs Valley

Empowering Student Entrepreneurs: 10 Exciting Project Ideas to Explore

Table of Contents

Understanding Entrepreneurship Projects

Entrepreneurship project ideas, implementing entrepreneurship projects, overcoming challenges in entrepreneurship, learning from entrepreneurship projects, balancing entrepreneurship and education.

Before we delve into the thrilling world of entrepreneurship project ideas for students , let’s take a moment to understand why these projects hold such importance and the benefits they offer.

Importance of Entrepreneurship Projects

Entrepreneurship projects offer hands-on experiences that students won’t forget and will serve them throughout their lives. They allow students to apply their skills in a real-world context and creatively demonstrate knowledge ( Mindset & Milestones ).

These projects allow students to step outside the traditional classroom environment and experience a different form of learning—experiential learning. This form of learning is beneficial not only in the classroom but also in the workplace. It enables students to develop unique business ideas for school projects and test them in a safe environment before they venture into the real world.

Benefits of Entrepreneurship Projects

The benefits of entrepreneurship projects extend far beyond the learning experience. These projects can help students develop skills that will be valuable as they enter the workforce. Skills like leadership, problem-solving, and communication abilities are often honed during the implementation of these projects.

Furthermore, these projects often involve collaboration with a mentor, offering guidance and support for student entrepreneurs. This mentorship can help students navigate challenges and make informed decisions, providing a valuable resource in their entrepreneurial journey.

Another significant benefit of entrepreneurship projects is the network and connections built through these experiences. This network can open doors to future opportunities and partnerships for students. It can also provide a platform for students to share their low-cost business ideas with high profit and receive valuable feedback.

In conclusion, entrepreneurship projects are an innovative learning tool that can equip students with essential skills, provide valuable mentorship, and open doors to future opportunities. They serve as an excellent platform for students interested in entrepreneurship to explore, learn, and grow. So, let’s dive into some exciting entrepreneurship project ideas for students in the next section.

As students, you have a unique opportunity to explore entrepreneurship through projects that can be both educational and potentially profitable. Here are three entrepreneurship project ideas for students that you might find intriguing.

Tutoring Business Idea

One viable entrepreneurship project idea for students is to start a tutoring business . This idea leverages your academic strengths, allows you to help others, and can potentially generate a steady income stream. Tutoring businesses can charge by the session or the hour and can be easily marketed within your school, at the public library, or in community centers ( source ). Not only can this be a profitable venture, but it also provides a valuable service to your community. For more unique business ideas for school projects, check out our article on unique business ideas for school project .

App Development

Another exciting project idea is app development. This field offers the potential to create apps for entertainment purposes or to solve everyday problems. Many popular apps solve a common problem, making them more likely to have widespread appeal. This project would require some coding knowledge, but many resources are available to help beginners get started. The key is to identify a problem your app can solve, ensuring it has a clear purpose and target audience.

Freelance Writing Venture

If you have a knack for writing, starting a freelance writing venture could be a great entrepreneurship project idea. Freelance writers of all kinds are in demand by businesses and publications looking for temporary employees to write blog posts, articles, and other content. This option allows you to work on a variety of topics and can be done remotely, making it a flexible option for students.

These are just a few examples of entrepreneurship project ideas for students. The goal of these projects is to encourage you to think outside of the box and engage with classroom content in a deeper way ( Mindset & Milestones ). For more inspiration, take a look at our article on examples of business projects for students . Remember, the best projects align with your interests and skills, as they offer the greatest potential for success.

Once you’ve explored various entrepreneurship project ideas for students , the next step is to bring them to life. This involves selecting the right idea, conducting market research, and estimating startup costs.

1. Selecting the Right Idea

The first step involves selecting the right business idea for you. This choice should be based on your interests, the overall startup costs, and the time you can dedicate to your business ( source ). This is a crucial step as it sets the foundation for your venture.

Consider exploring our list of unique business ideas for school project to get started. Remember, the best business idea for you is one that aligns with your passion and skillset, has a viable market, and can be feasibly managed alongside your studies.

2. Market Research Process

After choosing your idea, the next step is market research. This is essential to understanding the demand for your product or service and identifying your target audience ( Litmus Branding ).

The market research process should involve:

• Identifying your target audience: Who are they, what do they need, and how does your product or service meet that need?
• Analyzing your competition: Who are they, what do they offer, and how can you differentiate your product or service?
• Understanding market trends: What are the current trends in your industry, and how can you leverage them?
• Evaluating pricing strategies: What are the pricing models in your industry, and what pricing strategy would work best for your product or service?

For more details, you can refer to our article featuring examples of business projects for students where we discuss market research in depth.

3. Estimating Startup Costs

The final step in implementing your project is estimating startup costs. This is crucial for budgeting and planning the financial requirements of the business ( Litmus Branding ).

Costs to consider include:

• Equipment and supplies: These are the tangible items you need to run your business.
• Marketing and advertising: These are the costs associated with promoting your business.
• Legal and administrative costs: These include costs like business registration, legal fees, and business insurance.
• Operating expenses: These are recurring costs like rent, utilities, and salaries.

For ideas that require minimal startup costs, consider checking out our list of low-cost business ideas with high profit .

By following these steps, you can effectively implement your entrepreneurship project. Remember, each step is crucial and contributes to your venture’s success. Thorough planning and research will not only help you launch your project but also equip you with the skills and knowledge to navigate the world of entrepreneurship.

When diving into entrepreneurship, it’s essential to be aware of the potential hurdles that could arise. For student entrepreneurs implementing unique business ideas for school projects , these challenges can range from navigating legal complexities to managing time and resources to handling risk and uncertainty. Especially, women entrepreneurs are facing some odd challenges than men; let’s look deeper into the challenges and solutions for both of them.

1. Navigating Legal Complexities

One of the primary challenges I face as an entrepreneur is maneuvering through the intricate legal and regulatory requirements landscape. Starting and running a business involves complying with many laws and regulations. These can span from tax laws to employment laws to industry-specific regulations.

Researching and understanding the legal obligations related to your business idea is essential. This knowledge will help ensure your business operates within the law and protect your interests and rights.

2. Managing Time and Resources

As a student entrepreneur, I often struggle to manage my time and resources effectively. Starting and running a business requires juggling multiple tasks and responsibilities. From conceptualizing low-cost business ideas with high profit to marketing them, it’s important to prioritize activities to make the most of available resources ( Indeed ).

Effective time management strategies and tools can help in this regard. It’s also crucial to develop a realistic budget and stick to it. This way, you can avoid overspending while covering all necessary costs.

3. Handling Uncertainty and Risk

Lastly, dealing with uncertainty and risk is one of the most significant challenges of entrepreneurship. Starting a business involves stepping into the unknown and taking on financial and personal risks. As a student entrepreneur, I often face the fear of failure and the pressure to succeed in an unpredictable and competitive market ( Indeed ).

To mitigate these risks, it’s important to conduct thorough market research before launching your venture. It’s also helpful to seek advice from mentors, peers, and industry experts who can provide guidance and support.

Overcoming these challenges is part of the entrepreneurial journey. It’s through tackling these hurdles that I, as a student entrepreneur, develop resilience, problem-solving skills, and the ability to adapt to changing circumstances. Remember, every challenge faced is a learning opportunity that brings you one step closer to achieving your entrepreneurial goals. For more insights, check out our article on examples of business projects for students .

Embarking on an entrepreneurship project as a student can be an enriching and transformative experience. It’s not just about creating unique business ideas for a school project or exploring low-cost business ideas with high profit . The real value lies in the learning journey and the skills, connections, and mindset you can develop.

1. Developing Essential Skills

Entrepreneurship projects can provide hands-on experience and valuable skills, helping you develop leadership, problem-solving, and communication abilities. These skills will serve you well in entrepreneurship and any career path you choose to follow.

As you work on your project, you’ll face real-world challenges requiring thoughtful solutions. You’ll need to make decisions, manage resources, and interact with diverse groups of people. All these experiences will enhance your ability to think critically, communicate effectively, and lead confidently.

2. Building Networks and Connections

One of the often-overlooked benefits of entrepreneurship projects is the potential for networking. These projects often involve collaboration with classmates, interaction with mentors, and sometimes even pitching to potential investors. Each interaction is an opportunity to build relationships and expand your network.

Collaborating with a mentor can offer guidance and support, helping you navigate challenges and make informed decisions ( Forbes ). These mentor-mentee relationships can be precious, providing insights from experienced entrepreneurs who have been in your shoes before.

The network and connections built through entrepreneurship projects can open doors to future opportunities and partnerships. You never know when a connection might lead to an internship, job offer, or business partnership down the line.

3. Fostering Creative Thinking

Entrepreneurship projects also provide an opportunity to explore your passions and interests. This exploration can lead to the discovery of innovative business ideas and solutions. Whether developing a new app, starting a tutoring service, or launching a freelance writing venture, these projects allow you to think outside the box and apply your creativity practically.

Moreover, entrepreneurship projects can foster a proactive and entrepreneurial mindset. They encourage you to think creatively, take initiative, and be resilient in facing challenges. Whether you decide to launch your own business, work for a company, or pursue further studies, this mindset can be invaluable.

Remember, the goal of these entrepreneurship project ideas for students isn’t necessarily to launch a successful business (though that would be a great outcome!). The primary goal is to learn about business, yourself, and how to make a difference in the world. So why not start exploring some examples of business projects for students today?

As a student eager to explore entrepreneurship project ideas , you may face unique challenges. This section provides insights on navigating these challenges, focusing on intellectual property considerations, balancing schoolwork and ventures, and finding the right partners.

1. Intellectual Property Considerations

One significant challenge you might encounter involves intellectual property rights. As a student, you must understand your school’s IP policy and navigate ownership issues VentureWell . Your ideas, designs, and inventions are valuable assets, and it’s essential to protect them. Start by familiarizing yourself with different forms of intellectual property protection, such as patents, trademarks, and copyrights. Also, consider seeking advice from legal professionals specializing in intellectual property law to protect your venture.

2. Balancing Schoolwork and Ventures

The challenge of balancing schoolwork with your ventures is another aspect you may grapple with. Managing a rigorous course load while working on your entrepreneurial projects can be daunting VentureWell . However, developing strong prioritizing and time management skills can help you overcome this hurdle.

Consider creating a detailed schedule that includes both academic assignments and entrepreneurship tasks, ensuring that both areas receive adequate attention. You may also find it beneficial to set specific goals for your entrepreneurial project and regularly assess your progress. Implementing an objectives and key results system (OKR) can help you stay focused and prioritize effectively.

Finding the Right Partners

Another aspect to consider when exploring entrepreneurship project ideas for students is finding the right partners. Teaming up with individuals who align with your vision and goals can significantly enhance your venture’s success VentureWell .

Conduct extensive due diligence to identify potential partners who bring mutual benefits. Consider their skills, experiences, and attitudes toward entrepreneurship. Remember, your partners will be crucial in your venture’s journey, so choose wisely.

Balancing entrepreneurship and education can be challenging, but it can also be rewarding with the right approach. Remember to protect your intellectual property, manage your time effectively, and choose your partners wisely. As you embark on your entrepreneurship journey, you are building a potential business and acquiring valuable skills that will serve you well in your future career.

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Planning and evaluating youth entrepreneurship education programs in schools: a systematic literature review

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• Published: 02 March 2023
• Volume 6 , pages 25–44, ( 2023 )

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• Jingjing Lin   ORCID: orcid.org/0000-0002-4846-6817 1 ,
• Jiayin Qin   ORCID: orcid.org/0000-0001-8336-8959 2 ,
• Thomas Lyons   ORCID: orcid.org/0000-0002-4757-4146 3 &
• Tomoki Sekiguchi   ORCID: orcid.org/0000-0003-4522-5249 4  

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Despite its importance, entrepreneurship education in upper secondary education is significantly less researched than in higher education. Many entrepreneurship education review studies are conducted at the university level, while relatively few are conducted at the high school level. Existing reviews favored discussing programs’ impacts and outcomes over its designing, developing, and delivering. Adapting well-established processes described in multiple entrepreneurship education reviews, we systematically identified and synthesized thirty-year literature on entrepreneurship education in upper secondary schools using academic database search, expert consulting, and backward snowballing techniques. Results led to the development of the Youth Entrepreneurship Education Planning and Evaluation (or YEEPE) conceptual framework, which offers holistic details to the program planning and evaluating processes at pre-university levels. In addition to informing evidence-based practices, the YEEPE framework is intended to assist education researchers in positioning their research, identifying research opportunities, and elucidating their contributions to both the youth development and entrepreneurship education literature. Further research is encouraged to utilize YEEPE as a starting point for integrating other pertinent research or as a design tool to facilitate the development of entrepreneurship education programs in schools.

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This research was funded by Grant-in-Aid for JSPS Research Fellow (19F19779).

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Jingjing Lin

Graduate School of Economics, Kyoto University, Kyoto, Japan

Gary W. Rollins College of Business, University of Tennessee at Chattanooga, Chattanooga, USA

Thomas Lyons

Graduate School of Management, Kyoto University, Kyoto, Japan

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Lin, J., Qin, J., Lyons, T. et al. Planning and evaluating youth entrepreneurship education programs in schools: a systematic literature review. Entrep Educ 6 , 25–44 (2023). https://doi.org/10.1007/s41959-023-00092-4

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4 Engaging Entrepreneurship Projects for Your Classroom 

Are you tired of creating new projects for your students? If your students are falling asleep in class or zoning out because they're not able to use classroom skills in ways that are interesting to them, these entrepreneurship projects will help fix that! They are best used as project milestones and capstones to help students demonstrate knowledge in creative ways!  

If these entrepreneurship project ideas are interesting to you, you can access a free pdf copy to bring into your classroom . Read on, to find out more!      

What You'll Get from this Blog on Entrepreneurship Projects:

The importance of project-based learning.

So much of education is theory-based and does not allow students to apply their skills in a real-world context. Students are accustomed to cramming in as much information as possible for their next test. Rather than learning for knowledge and experience, they are learning for memorization, which they will likely forget a week later. Entrepreneurship projects offer hands-on experiences that your students won’t forget, and will serve them through the rest of their lives. 

This is not to say that traditional theoretical frameworks are not important, because they are! BUT, the coupling of theoretical and experiential learning will make your teaching practices even more effective . 

You might be wondering what constitutes something as being a hands-on project… the beauty is that it can encompass so many different things! Here are a few different experiential teaching techniques that allow students the space to actively participate and collaborate with both their peers and their teacher: Socratic seminar circles, role-play scenarios, case studies, brainstorming sessions, expert interviews, group work, art education, or even class debates.

Experiential learning is…

• Learning by doing provides a better understanding of course material which in turn makes a lasting impact on retention rates. When students are able to put their skills into action and engage with content more deeply, they will likely have an easier time remembering new concepts. 
• This kind of project-based learning is personal. It feels more relevant to a student’s life and mirrors reality in a way that allows students to make mistakes without fear of failure. 
• Entrepreneurship projects can take many forms and allow students to engage with any sector that they find interesting. Ranging from the food industry to technology, to the medical field, students can explore numerous topics in a way that will provide them with tangible skills to prepare for those industries. 
• Students are asked to work together in a way that facilitates meaningful communication. It also allows students to engage with real-world issues, and interact with their communities in order to discover solutions to the problems they see.   

Experiential learning is not only beneficial in the classroom but also in the workplace... check out this article from Entrepreneur about the benefits of experiential learning in the workplace! This is a quick read that will hopefully show you the value of teaching your students through hands-on entrepreneurship projects early on, as it will serve them as they enter the workplace too!

Entrepreneurship Project Ideas for Your Classroom

#1: Problem Blog Post

• Create a 750-1000 word blog article about a problem you are interested in, that helps a customer understand why it's important
• Include data and statistics to back up major points, as well as cite at least 5 key sources during the research stage
• Students should use interesting graphics and images to break up the text and further explain the topic

#2: Entrepreneur Presentation 

• Create a 3-5 minute presentation about an entrepreneur of your choosing that inspires you and/or you’d like to learn more about
• Research the journey of the entrepreneur and how they became successful 
• Develop discussion questions for the class to think about, relating to the entrepreneur that was chosen 

#3: Ask “Why?” Poster

• Create a thought map that outlines the key components of your business idea, including the problem and solution, revenue, costs, and profits
• Get creative with how you present this information, in a way that makes the most sense to you 
• Once you determine the problem you are trying to solve, ask “why” questions to understand why the problem exists and why your solution is necessary 

#4: Five Years From Now Letter 

• This one is exactly as it sounds… students will spend time thinking about where they see themselves 5 years from now and what they hope to accomplish
• They can write or record this and have the creative freedom to add any elements to this time capsule

With the help of these 4 entrepreneurship projects, you will have your students thinking outside of the box, and engaging with classroom content in a deeper way. These projects are not only going to make things fun and engaging for your students, but they're also going to make your life easier as an educator because these projects are completely plug-and-play . So, if these entrepreneurship project ideas sound interesting to you, you can access free pdf downloads of each project to bring into your classroom. 

Get Full Projects for Your Students!

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60+ Innovative Entrepreneurship Project Ideas for Students

Ready to kick the textbooks to the curb and dive into the real-world hustle? Our Entrepreneurship Project Ideas for students are here to ignite your inner entrepreneur and turn those lightbulb moments into something seriously impactful! No more same old, same old – we’re talking brain-boosting, game-changing projects that go beyond the ordinary.

Whether you’re a high school tech whiz, a college warrior out to change the world, or just someone ready to kickstart your own thing – welcome to your playground. We’ve whipped up a storm of ideas that break the classroom mold.

Think crazy tech adventures, projects making waves in your neighborhood, and inspiration served hotter than your morning coffee. It’s time to trade the ordinary for the extraordinary, where your ideas aren’t just thoughts but powerful game-changers. Grab your shades because your future’s looking pretty darn bright. Let the entrepreneurial adventure kick off!

Table of Contents

Entrepreneurship Project Ideas for Students

Check out entrepreneurship project ideas for students:-

1. Eco-Friendly Product Line

Hey Eco-Warriors! Buckle up for a journey into the green revolution with our eco-friendly product line! We’re not just talking about saving the planet; we’re doing it with flair and style.

Picture this – from reusable wonders that work like magic to biodegradable goodies that leave no trace, our lineup is not just cool; it’s a fashion statement for Mother Earth. Join us in making being green the ultimate trend – it’s not just eco-friendly; it’s the new definition of cool – trendy, chic, and downright awesome!

2. Virtual Tutoring Platform

Hello, Knowledge Explorers! Wave goodbye to dull study sessions and welcome the excitement of a virtual learning fiesta! Our online hub is not just about tutors; it’s where subjects come to life, and learning becomes a grand adventure.

No more yawns, only “aha” moments that light up your understanding. Envision conquering subjects with a vibe that turns studying into a party – who would’ve thought learning could be this cool? Join us on this educational adventure where every topic is a chance to celebrate knowledge!

3. Mobile App for Health and Fitness

Hey Fitness Enthusiasts, get ready for a fitness revolution! Let’s make health as addictive as your latest binge-worthy show. Picture an app that goes beyond being a gym reminder – it’s your personal fitness BFF.

We’re talking workouts with attitude and nutrition tips that speak your language. It’s not just a fitness journey; it’s a fabulously fit adventure waiting to happen! Embrace the energy, feel the burn, and let’s make healthy living the coolest adventure of your life!

4. Custom Merchandise Printing

Hey Creators and Rebels, it’s time to let your creativity run wild! Welcome to our printing haven, where we’re not just a place; we’re a canvas for your boldest ideas. Imagine your designs, your style, printed loud and proud on everything from shirts to mugs.

It’s not just custom; it’s a statement – wear your creativity like a boss! Let’s turn your imagination into wearable art that speaks volumes. Get ready to showcase your unique style and make a statement that’s as bold as you are!

5. Local Food Delivery Service

Hey Foodie Squaddies, listen up! Get ready to elevate your taste buds with a culinary adventure that comes knocking at your door. We’re not just talking about convenience here; we’re diving into a flavor expedition right in your neighborhood. Imagine it as a treasure hunt for your palate, uncovering all the hidden deliciousness your local scene has to offer. It’s not just a meal; it’s a full-blown foodie fiesta coming your way!

6. Community Garden Initiative

Hey Green Thumbs and Community Heroes! Let’s grow something amazing together – and no, we’re not just talking about veggies. Picture a garden where friendships bloom as naturally as tomatoes. It’s not just fresh produce; it’s a garden party, literally! Join us in creating a green haven where the community spirit grows as strong as our veggies.

7. Tech Repair Services

Tech Troubles, meet your match! Ever dreamt of being the hero when a phone screen shatters or a laptop plays dead? Well, now’s your chance! Our tech repair services are here to rescue gadgets from the brink of doom. Say goodbye to tech emergencies and hello to your friendly neighborhood tech savior!

8. Online Marketplace for Handmade Goods

Hey Craft Enthusiasts! Welcome to our online haven, a virtual street market where artisans weave tales through their craft. It’s not just a marketplace; it’s a wonderland of handmade treasures. Brace yourselves for quirky trinkets and heartfelt creations – this is no ordinary online bazaar; it’s a celebration of creativity and uniqueness! Join us in exploring the artistry of handmade goods, where each piece has a story waiting to be discovered.

9. Subscription Box Service

Delivering pure happiness right to your doorstep. It’s not just a box; it’s a tailor-made unboxing experience just for you. Brace yourself to unwrap bundles of joy, bursts of laughter, and a sprinkle of magic. In our world, every box is a little celebration waiting to happen! Get ready to dive into the joyous surprises that make each month an unboxing fiesta!

10. Virtual Event Planning

Party Enthusiasts, buckle up! Let’s turn virtual gatherings into unforgettable shindigs. Imagine an event planner who thrives in the digital realm, crafting themes that pop and interactions that sizzle. It’s not just about coordinating events; it’s about creating online parties that are nothing short of epic. Get ready for a digital bash where every moment is a memory in the making!

11. Language Learning Platform

Hola Language Explorers! Picture this: an app where picking up a new language is like leveling up in your favorite game. Forget the dull memorization routine; it’s all about connecting with the world, one awesome word at a time. Get set for a language-learning escapade that’s not just enlightening but an absolute riot. Who says getting multilingual can’t be a total blast? Buckle up for a linguistic journey that’s as fun as it is mind-expanding!

12. Digital Marketing Agency for Small Businesses

Small Businesses, meet your digital fairy godmother! It’s not just a digital marketing agency; it’s a team of digital wizards ready to give your business a makeover. We’re talking about turning local businesses into online stars. Big dreams? Meet even bigger strategies. Get ready to shine in the online spotlight!

13. Home Energy Efficiency Solutions

Hey Eco-Champs and Home Heroes! Time to turn your humble abode into an energy-saving wonderland, just like the superheroes do. Imagine a service that not only high-fives the planet but also gives your wallet a break. It’s not just about being eco-friendly; it’s like having a secret stash of cash behind your green initiatives. Get set for a home that’s not only a cozy haven but also your guilt-free ticket to environmental stardom!

14. Student Task Assistance

Students, unite! Need a hand acing exams or surviving moving-day chaos? Enter our student-powered support system. It’s not just about getting through the grind; it’s about a community where knowledge is shared, and challenges are conquered together. Get ready for a platform where students help each other rise to the top!

15. Local Artisanal Coffee Shop

Coffee Lovers, gather ’round! Step into our local artisanal coffee shop – it’s not just a place to sip coffee; it’s a cultural love letter to your community. Beyond the beans, imagine an ambiance that tells local tales. Get ready for a sensory experience where every brew is a journey into the heart and soul of your neighborhood.

16. Online Fashion Boutique

Fashionistas, your dream closet awaits! Picture an online boutique where trends and convenience collide. It’s not just about shopping; it’s a virtual runway curated just for you. From clothing to accessories, get ready to strut your stuff in a fashion paradise that’s just a click away!

17. Tech-Based Educational Games

Students and Gamers, this one’s for you! Learning that feels like playtime – imagine games that teach and entertain simultaneously. It’s not just about books and lectures; it’s a digital adventure where every lesson is a victory. Get ready to level up in education because, with us, learning is not just a task; it’s a gaming triumph!

18. Personal Finance Management App

Budgeting made cool, because why not? Imagine an app that turns financial jargon into a plain old fun time. It’s not just about expenses; it’s about turning investing into a simple, enjoyable experience. Get ready for a financial journey where every dollar is a decision, and every investment feels as easy as online shopping. Welcome to a world where personal finance is not just managed; it’s celebrated!

19. Reusable Packaging Solutions

Who says deliveries can’t be both eco-friendly and fun? Imagine a service that wraps your packages in eco-friendly hugs. It’s not just a package; it’s a planet-friendly present waiting to be unwrapped. Bid farewell to conventional packaging and say hello to a service that embraces sustainability with style! Let’s redefine the unboxing experience and make every delivery a gift to both you and the planet.

20. Remote Work Solutions

Remote Workers, get ready for a touch of magic! Transform your work-from-home journey with tools and services that turn the virtual workspace into a productivity playground. It’s not just about meetings and tasks; it’s about making working from home cooler and more efficient. Brace yourselves for a sprinkle of magic in your remote work routine! Let’s make every virtual office day a bit more enchanting and a lot more productive.

21. Pet Care Services

Hey Furry Friends and Pet Parents! Get ready for a paw-some experience with our pet care services. It’s not just basic care; it’s a royal pampering session fit for your beloved pets. From cozy cuddle sessions to grooming galore, brace yourselves for a treat-your-pet-like-royalty extravaganza! Because in our world, every wag and purr deserves the royal treatment.

22. Virtual Reality Experiences

Hey Adventure Seekers, buckle up for a virtual thrill ride! Immerse yourself in the extraordinary without leaving your seat with our virtual reality experiences. It’s not just about gadgets; it’s your ticket to limitless adventures. Get ready for a VR ride of a lifetime where every experience feels like a journey beyond reality. Let’s redefine the way you embark on adventures – no passport required, just a sense of wonder!

23. Culinary Classes and Meal Kits

Hey Foodie Squads and Culinary Trailblazers! Brace yourselves to spice up your kitchen game with our culinary classes and meal kits. We’re not just talking about cooking; it’s a culinary escapade that transforms your kitchen into a gourmet wonderland. Picture this: every dish is a victory, and each meal is a celebration of flavor exploration! Let’s turn your cooking routine into a thrilling adventure where every recipe feels like a triumph. Time to rock those aprons and make your kitchen the coolest spot in town!

24. Sustainable Fashion Line

Hey Trendsetters and Eco-Warriors, time to shine! Strut your stuff and join the movement with our sustainable fashion line. It’s not just about looking stylish; it’s a bold statement for Mother Earth. Get ready to rock outfits that are not only trendy but also kind to our planet. Welcome to a world where fashion meets responsibility in the chicest way possible! Let’s make sustainable the new sexy and slay the runway while saving the planet.

25. Online Music Streaming Platform

Hey Music Aficionados, get ready to dive into a groove fest with our online music streaming platform! It’s not just about mainstream hits; it’s a stage where indie musicians steal the spotlight. From soulful ballads to rocking anthems, gear up for a musical feast that transcends the ordinary. Join us in uncovering the next big thing in the indie music scene – because the real gems are found off the beaten path!

26. Digital Art Gallery

Hey Art Enthusiasts, get ready to dive into our digital wonderland of creativity! Our online gallery is not just about pixels; it’s a living masterpiece. Brace yourselves for an art journey where every creation speaks volumes about the limitless possibilities of digital expression. Step into a gallery where art isn’t confined to walls but dances across the digital realm. Ready for a visual feast that goes beyond the ordinary?

27. Peer-to-Peer Car Sharing

Hey Community Explorers, get ready for a ride packed with shared stories and good vibes! Our car-sharing platform is more than wheels; it’s a community adventure waiting to happen. Imagine every journey becoming a shared story, and each car is like a shared treasure. Join us on the road, where connections are made, and camaraderie fuels our journey forward!

28. Community Recycling Initiative

Hey Eco-Warriors, gear up to turn trash into treasure with our community recycling initiative! It’s not just about bins; it’s a lively celebration of transforming recycling into a community affair. Imagine every discarded item as a chance for a fresh start. Welcome to a world where recycling isn’t just a task; it’s a collective commitment to a greener, more sustainable future!

29. Social Media Management Services

Hey Digital Dreamweavers, brace yourselves for a touch of magic! Elevate your online presence with our social media management services. It’s more than just posts; it’s a digital journey that captivates audiences. Picture this: every post is a piece of a captivating story. Welcome to a service that goes beyond managing social media; it’s about crafting a digital journey that leaves a lasting impression.

30. Smart Home Technology Installation

Hey Future Dwellers, buckle up for our Smart Home Technology Installation – where tech gets a dash of pure magic! It’s not just about gadgets; it’s like adding a touch of enchantment to your daily life. Picture a home where every device seamlessly dances to the rhythm of your lifestyle , making everything wonderfully convenient and efficient. Get ready for a tech haven where your home becomes a hub of innovation, turning the mundane into pure magic! Living in the future has never been this engaging and delightful!

What is an example of student entrepreneurship?

Picture this: a bunch of tech enthusiasts on campus who aren’t just dreaming about the future – they’re coding it. Say hello to “Campus Tech Oasis,” the brainchild of these savvy students, rewriting the script of student entrepreneurship.

• Cozy Tech Haven: Imagine a corner on campus where innovation isn’t a concept; it’s the air they breathe. Campus Tech Oasis is not just a place; it’s a cozy tech haven where ideas flow as freely as the coffee.
• Java and JavaScript, Literally: It’s not just about coding; it’s about sipping java while mastering JavaScript. This isn’t your average coding club; it’s a community that believes in the power of caffeine-fueled genius.
• Geek Fiestas: Workshops? Nah, let’s call them geek fiestas. It’s not just about learning; it’s about geeking out together, sharing laughs, and celebrating the quirks that make coding an adventure.
• Networking, but Cooler: Networking sessions aren’t stiff and formal. At the Oasis, it’s like speed-dating for tech minds – connecting students with mentors, industry wizards, and potential collaborators. Because networking should feel as thrilling as a tech rollercoaster.
• Innovation Hideouts: Forget classrooms; this is where wild tech dreams come to life. Campus Tech Oasis nurtures innovation with project incubation, offering not just tools but a vibe that says, “Your crazy idea? Let’s make it happen.”
• Code Rumble: It’s not a chess match; it’s a code rumble. The Oasis hosts legendary coding competitions and hackathons, turning the campus into a digital colosseum where students battle for coding glory.
• Tech with Heart: Beyond the campus borders, these students take tech to the streets. They teach coding to local kids, collaborate with businesses, and turn the neighborhood into a tech-friendly hub. Because tech isn’t just about algorithms; it’s about community.

So, welcome to Campus Tech Oasis – it’s not just a club; it’s a vibe, a movement, and a declaration that the campus isn’t just a place to study; it’s a launchpad for tech trailblazers. Get ready to code, sip, and dream your way into the future!

And with that, we’ve set the stage for your thrilling student entrepreneurial adventure! These ideas aren’t just projects; they’re the keys to unlock your creativity and entrepreneurial spirit.

As you dive into these possibilities, imagine more than just startups; envision them as the stars of your own entrepreneurial galaxy. Each concept is a story waiting to be written, and you’re the daring author, ready to script a narrative that’s uniquely yours.

This isn’t the end; it’s the beginning of a journey where hurdles become triumphs and setbacks become setups for something greater. So, as you embark on this entrepreneurial escapade, don’t just view these projects as mere initiatives—see them as the catalysts for your growth, the embodiments of your passions, and the contributions to a future that you’re architecting.

Think of this conclusion not as an endpoint but as a preface to an adventure where challenges are your allies, and every project is a chapter in your personal saga. Let the execution of these ideas reflect not just your business acumen but the fire of inspiration that propels you forward.

Here’s to the dreamers, the risk-takers, and the movers and shakers. Your entrepreneurial journey is a dynamic narrative, and each project is a stroke in the evolving masterpiece that is your student legacy. Onward, spirited entrepreneur, the horizon is waiting for your distinctive mark!

Frequently Asked Questions

How can i showcase my entrepreneurship projects to potential employers.

Create a professional online portfolio and share your work on platforms like LinkedIn. This will help you stand out to potential employers.

What are the key takeaways from entrepreneurship projects for students?

Key takeaways include practical experience, problem-solving skills, networking opportunities, and the ability to turn innovative ideas into real-world solutions.

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A Systems View Across Time and Space

• Open access
• Published: 20 March 2023

Project-based entrepreneurial learning (PBEL): a blended model for startup creations at higher education institutions

• R. Tri Priyono Budi Santoso 1 ,
• Sony Heru Priyanto   ORCID: orcid.org/0000-0002-5016-1748 2 ,
• I. Wayan Ruspendi Junaedi 1 ,
• Donald Samuel Slamet Santoso 3 &
• Lasmono Tri Sunaryanto 4  

Journal of Innovation and Entrepreneurship volume  12 , Article number:  18 ( 2023 ) Cite this article

3736 Accesses

2 Citations

Metrics details

This research aims to describe the dynamics of applying project-based entrepreneurial learning (PBEL) in creating startups at higher education institutions. Action research was used for eight participants as the research method by applying the PBEL model in the form of a narrative method. The results revealed that all university students can produce products, starting from prototypes until business products. The PBEL model drives successful startups. For the more effective startups, the PBEL model needs to add network marketing and funding to be applied. Future research is expected to address questions from the results of this study.

Introduction

Entrepreneurial competence is formed constructively, so that the entrepreneurship learning that is appropriate with it is constructive learning, where the students are encouraged to make a concerted effort in the learning process. The ideas, attitudes, and expertise that are owned at this time/in the past can be used and trained to understand, make decisions, and complete tasks that are given to them. Educators function as mentors, instructors, and discussion partners when students experience problems. Nakayama et. al. ( 2021 ) stated that constructivism and the learning environment is one of the four key sets of factors that influence the learning process. Besides constructivism and the learning environment, there are three other factors which influence learning, which are the learner’s attitude, literacy, and learning strategies.

Teachers must try to arrange a constructivism environment where students are encouraged to be involved in active dialog with other students and teachers and be in a real-world situation, which is a teaching location.

Many entrepreneurship learning models have been made and explained previously. However, as of now, there are no completely effective models applied at higher education institutions to make startups. Much entrepreneurship learning is still focused on educators. Several educators have already applied constructive learning like project-based learning = PBL (Kean & Kwe, 2014 ) and the Entrepreneurial Learning Model = ELM (Santoso et al., 2021 ). Even though they have plus points, both models also have negative points.

Pretorius et. al. ( 2005 ) applied an integrated model, combining the Entrepreneurial Performance Education Model (E/P Model). Their model consists of motivation, entrepreneurial skill, and business skill components with the Entrepreneurial Education Model (E/E Model), which comprises entrepreneurial success themes, business knowledge and skills, business plan utilization, learning approaches, the facilitator, and the program context. This combined model is still not constructive and continuous as a process.

Dickfos et. al. ( 2014 ) stated that a blended learning approach that integrates theory and practice through a simulation aligns well with the needs of learners undertaking professional development. It is different from the blended entrepreneurial learning that has been proposed. This can be a future study to look for differences and the meeting point of these two things.

Based on this kind of a background, PBL and ELM can prospectively be developed to become entrepreneurship learning models, despite having weaknesses. The problem of this research is in how to describe the results of the implementation of the project-based entrepreneurship learning model (PBELM) which has been carried out for three years at Universitas Dhiyana Pura Bali. The researcher will attempt to combine PBL and ELM to overcome the weaknesses of each model. ELM emphasizes the substance and form of learning, which will be combined with PBL which focuses on the learning activities or characteristics. This is the novelty, which previously had not been done.

This model was then tested at Universitas Dhyana Pura Bali (Undhira), Indonesia. In their learning, the students had to make business projects directly with the guidance of a successful entrepreneur mentor, but first they had to do job training at the mentor’s workplace. The solutions for the work framework used a concept from Priyanto ( 2012 ), which comprised a change in mindset, entrepreneurial skills, business skills, and ready skills; and also from Santoso et. al. ( 2021 ), which was made up of entrepreneurial motivation, cognitive factors, business opportunities, and a supporting business environment. From this program, research was conducted about the dynamics of entrepreneurship education in higher education institutions and its effects on the growth of students’ entrepreneurship spirit.

Literature review

Entrepreneurship.

Entrepreneurship is proven as playing a significant role in several aspects. Dickfos et. al. ( 2014 ) stated that a blended learning approach that integrates theory and practice through a simulation aligns well with the needs of learners undertaking professional development. It is different from the blended entrepreneurial learning that has been proposed. This can be the next study to look for differences and the meeting point of these two things.

In the industrialization process, an entrepreneurship attitude is needed in economic development. A related study proposed that an individual’s characteristics, basic competencies, and special competencies like industry expertise and technique expertise, as well as motivation have a positive influence towards company growth. It was concluded that entrepreneurship elements like an internal locus of control, a need for achievement, extroversion, education experience, and self-reliance influence company growth (Van Laar et al., 2017 ).

Entrepreneurship is an introduction process, an idea creation, and the assembly of new resources (Volkmann et al., 2021 ). The creation of something new, whether it is a product, market, method, raw materials, organization, or technology cannot be done instantly. Entrepreneurship is a long process starting from the dream stage, contemplation stage, to the construction stage. Several writers stated that entrepreneurship is identical with creativity, a need for achievement and risk taking, independence and an internal locus of control, and a proactive mindset (Duarte, 2011 ; Nielsen et al., 2021 ). Entrepreneurship is not only a problem of individual traits, but it is also one’s ability to identify opportunities, develop ideas, and combine productive factors to be processed. The combination of these production factors is done for the first time before others carry it out.

Entrepreneurship has a strong relationship with things that are not arranged, are unexplained, and have high uncertainty due to being faced with a new situation. Meanwhile, the management scope has a condition which is opposite from that. Management will strive to make something which is unclear, uncertain, and disorganized become more organized and better. Entrepreneurship is an activity which is needed to create a new business (Kazmi & Nabradi, 2017 ). In contrast, management is an effort to arrange and run the new business (Malmström & Johansson, 2017 ).

If the development of entrepreneurship meanings or definitions are observed or heeded, it seems that entrepreneurship not only comprised personal education. As stated by Higgins ( 2017 ), entrepreneurship is the personal development of an individual to be able to have creativity, be innovative, be willing to try things, be independent, and have a desire to advance, which will enable the person to coordinate with other parties and develop the business. Nevertheless, entrepreneurship education reflectively produces participants who can assemble resources and run a business (Mueller & Anderson, 2014 ).

Entrepreneurial learning model (ELM)

In entrepreneurship education, many models and concepts have been developed. In general, the Entrepreneurship Education Model contains several goals, such as changing one’s viewpoint or mindset, altering the entrepreneurship expertise, enabling the ability to make a business plan, and facilitating the ability to communicate. The main point of all of these items is in how to prepare students to be able to capture opportunities and use these opportunities to become more valuable business activities.

One of the models that have been developed is the Entrepreneurial Learning Model (ELM). Entrepreneurship learning consists of three primary elements, which are personal and social emergence, contextual learning, and negotiated enterprise (Chang et al., 2021 ). Personal and social aspects cover personal and learning and development, the transition from pre-entrepreneurial to entrepreneurial action, opportunity recognition and selection, creating and starting business ventures, decision-making, risk spreading and minimization, developing entrepreneurial managers and management teams, employee attraction and retention, market development, customer relationship development, innovation development, and managing growing businesses (Chang et al., 2021 ).

Entrepreneurship education contains group skills (self-starting skills—knowing how and where to look for opportunities; people skills—understanding human nature in an organizational setting; marketing skills—learning how to attract customers and sell themselves; money skills—managing assets of the business or organization; and leadership skills—making sound decisions in a timely manner under constraints. In contextual learning, Entrepreneurship Education comprised exposure to the business, hands-on experiences in the business, broadening experiences related to the business, formal entry into a business setting, and leadership opportunities in their careers. In the next step, Entrepreneurship Education consists of contemplating problems–solutions by exposing them first to the problem and then to choices of solutions in each skill set; meet and greet role models, go on business field trips, and show examples of other enterprising people; create networks to advisors, vendors, customers, and industry groups; as well as recap by supporting, encouraging, and engaging the individual; and recapping these experiences at every opportunity (Iannarelli & Mischel, 2008 ).

Entrepreneurial learning (EL) is not only related to individuals and groups, but it can be done through the role of mentors and organizations. Having a program with previous or current entrepreneurs as mentors to support and advise new entrepreneurs can become one of the entrepreneurship-learning methods. An approach which can be applied is lifecycle development in planning entrepreneurship development, the importance of learning two cycles, and learning from experiences or critical incidents. The kinds of “time appropriate training”, targeted training, and support given directly or facilitated by a mentor may be more cost effective in the long-term rather than a traditional training approach (St-Jean & Audet, 2012 ).

EL includes obtaining information retrieved from inside and outside the organization, learning from the experiences of other companies, collecting new and explicit data, and developing analytical and structural learning, which includes knowledge acquisition, information distribution and interpretation, organizational memory, and discussion and dialog within the company (Bonfanti et al., 2019 ).

It is undeniable that the ELM model can increase entrepreneurial intentions. However, this model has not been effective in increasing the number of start-ups and developing businesses. The ELM model needs to be considered by other models such as experiential training courses, trade exhibitions, and fairs (Bonfanti et al., 2019 ), including project-based learning (Shahiwala, 2017 ). ELM needs action learning like critical-action learning—which integrates critical theory and is intended to reveal the context-dependent impact on action learning activities and results; auto-action learning—which is based on the problem as perceived by the individual and a related fixed-question framework, e.g., “the 5 ‘whys’” developed by Toyota Production Systems; action learning coaching—which is based on “one-to-one” learning that resembles the apprenticeship approach; online action learning—which is based on standards to support reflection and learning regardless of the challenges experienced, e.g., EFQM for best practices; self-management action learning—which is based on the SME manager’s ability to facilitate individual learning and create personal and organizational development to enable innovation and growth; and business-driven action learning—which is based on the business challenges of the business model and the organization. The business is the focal issue in this case (Brink & Madsen, 2015 ).

Project-based learning (PBL)

The project-based learning (PBL) Model arranges learning around a project. A project contains complex tasks, based on challenging questions or problems, which involves students in the design, problem solving, decision-making, or investigation activities; provides students with the opportunity to work relatively independently for a long period of time; and ends with a realistic product or presentation (Leal Filho et al., 2016 ).

PBL has learning about authentic content, authentic evaluations, unguided teacher facilitation, explicit education goals as well as cooperative learning, reflection, and combining adult skills. It uses authentic questions (guiding), has an investigative community, and utilizes technology-based cognitive instruments and “expedition learning” which is comprehensive, community service based, and with a multidisciplinary theme (Recke & Perna, 2021 ).

PBL is a form of student-centered instruction that is based on three constructivist principles: learning is context-specific; learners are actively involved in the learning process; and they achieve their goals through social interactions and the sharing of experiences, knowledge, and understanding. It is a particular type of inquiry-based learning in which the learning context is provided through authentic questions and problems in real-world practice leading to a meaningful learning experience (Kokotsaki et al., 2016 ).

In the project-based learning process, students’ abilities can be improved by exploring ideas, reviewing possibilities, selecting topics and planning, producing and testing media, and presenting. With stages like this, the implementation of PBL can improve the performance of students who are studying business (Kongmanus, 2016 ). Although there are positive impacts, PBL also has negative impacts. However, it should be realized that PBL groups can be a stressor for students and can result in negative social interactions. Although students are involved through discussion and share knowledge and experiences, their interactions may not result in a successful project (Kongmanus, 2016 ).

The success of PBL depends on the absorption in the learning process and how the student sees the future after the project is completed. The different initial knowledge between the students when they are studying also affects their learning (Lin & Tsai, 2016 ). Therefore, this model needs to be complemented by other models, such as the entrepreneurial learning model.

Project-based entrepreneurial learning (PBEL)

Equipped with an understanding of ELM and PBL, a new model can be constructed called the project-based entrepreneurial learning model (PBEL). From the previous literature construction and synthesis, there are three important items in entrepreneurship learning, which are the substance, form, and activities of learning as a learning process starts from the introduction process, reinforcement, and self-development (Nurbekova et al., 2020 ; Tasdemir & Gazo, 2020 ). After they are ready, the participants will be taught about recognizing opportunities and developing the ideas which will then be realized in making a business proposal. After this, they will be asked to actualize their business plans in a real business.

The learning substance comprised several items like motivation and cognition (Shane et al., 2003 ), entrepreneurial skills, and business skills (Pretorius et al., 2005 ). The motivation material consists of a locus of control, a vision, a desire for independence, passion, a drive, goal setting, and self-efficacy. The cognition learning material has a vision, knowledge, skills, and ability. When learning about entrepreneurship, these two aspects are given as subjects.

The form of learning consists of education and training, experience, and mentoring (Santoso et al., 2021 ). In contrast, the learning activities are made up of undergoing the self-recognition process, knowing the environment and opportunities, developing ideas, and assembling resources (Shane et al., 2003 ). These three learning activities form a union of the PBL and ELM models, as seen in Table 1 .

All of the entrepreneurship actions are a combination of the interaction results, an integration from the motivation and cognition results (van Burg et al., 2021 ) from students, social groups, and mentors. Shane et al., ( 2003 ) suggested that some or all of these motivations will influence the transition process in forming individual entrepreneurships from one stage to another stage. What is certain is that these motivational aspects form entrepreneurship. These motivational factors are combined with cognitive factors to influence one’s entrepreneurship.

Entrepreneurship begins from an introduction to entrepreneurial opportunities and then is followed by developing the ideas to reach these opportunities, evaluate the feasibility, develop the products and services to fulfill consumers’ needs, assemble the financial and human resources, design the organization, and target consumers (Kraus et al., 2018 ). When the students recognize opportunities and develop ideas, learning materials are needed about entrepreneurial skills. In the context of assembling resources, business skill materials are needed, beginning from designing the organization and human resources, developing the products, creating the market, financing the business, and operating the daily business activities.

To create new entrepreneurs, it is necessary to conduct entrepreneurship education that involves individuals, groups, communities, mentors, and organizations. By involving them, it increases cognition and motivation, provides opportunities for businesses, and creates a conducive business environment; provides learning infrastructure by allotting management and business materials; as well as offers initial funding, market access, assistance in business management, and sustainability (Shane et al., 2003 ; Chang et al., 2021 ; Santoso et al., 2021 ).

Methodology

Thomas ( 2000 ) stated that research about project-based learning can take several forms like depicting the level of success which is related to the implementation or application, the role of the students’ characteristics in the effectiveness or appropriateness of PBL, and the testing of several features which are suggested or modified in project-based learning (intervention research). Meanwhile, ELM which uses an action research approach can use a data analysis with the narrative method that was suggested by Ray ( 2005 ), Chapus and Nordman ( 2021 ), and Dawson and Hjorth ( 2012 ) in explaining entrepreneurship learning.

Type of research and methodology

The research methodology utilized an action research method. A development study is a kind of research where the study already has a conceptual model that has been obtained from previous theories and research results. Then to obtain reliability from the conceptual model, it is developed to become an operational model after obtaining validation from several experts (Koshy, 2005 ).

This study applied a 4D approach, meaning define, design, develop, and disseminate (Madeira et al., 2011 ; Richey & Klein et al., 2014 ; Setiawan and Wijaya, 2022 ; Thiagarajan et al., 1974 ). The research began by exploring the recent condition of entrepreneurship learning at higher education institutions, especially in PBL and ELM, as well as describing the startup needs. Then a combination model was designed between PBL and ELM, which was called the PBEL model. It was continued with a trial test and a validity test of the PBEL model. After that, dissemination was done to the stakeholders of a higher education institution. The research trial location was at Universitas Dhyana Pura Bali, Indonesia, which most precisely has an Entrepreneurship Education Program from the Ministry of Research and Technology.

Participants and informants

The terms ‘participants’ and ‘informants’ are usually used in collecting qualitative data. The researcher and resource persons here have the same positions, and the resource persons are not just respondents who are asked to respond to questions by the researcher, but the researcher can choose the direction and method in providing the information that the researcher has. The participants of this activity are tenants, while the informants come from the higher education institution management, the program management, and the Entrepreneurship Education Program instructors.

Research project

In this research, there were several research subjects (variables) explored and described in detail related to applying the PBEL model, which were entrepreneurial intention, startup company traits, business performance, output, and entrepreneurial learning. In the initial stage, 100 individuals were involved. They were filtered into 16 business proposals, and they had to present their business ideas. Then eight students were chosen individually (two) and in groups (six) to be given entrepreneurship stimulus funds and business mentoring to develop their business projects according to the business ideas that they made after being advised by their mentors. The program was operational beginning in April 2019 and ended in December 2021. In 2019, 2020, and 2021, there were 9, 11, and 23 tenants who participated in the program, respectively, and 8, 8, and 11 tenants successfully completed their businesses. The participants taken in this research were those who had successfully completed their businesses for at least 6 months.

To depict the students’ entrepreneurial characteristics and intentions, interview protocols were used such as the dimensions with their indicators, as viewed in Table 2 .

To do an evaluation, the students were asked to answer each of the questions by giving a score of 1 until 7 as appropriate. From each of the dimensions, the scores were totaled to provide a picture of the students’ (tenants’) entrepreneurial characteristics and intentions.

Data sources

The data in this research were qualitative and quantitative data that originated from primary data and were in the form of trial tests, interviews, surveys, and observations; as well as secondary data from a literature study and documentation. The data sources were the subjects from whom the data were obtained. To facilitate in identifying the data sources, the researcher classified the data sources used in this research into three types:

Person , meaning the students, instructors, and mentors.

Paper , meaning the literature study and documents which were related to Entrepreneurship Education.

Place , meaning the research location at Universitas Dhyana Pura Bali.

Data retrieval technique

The data were retrieved by using an observation method, a trial test, completing data through Google Forms, and discussions. Besides the learning activity data, the tenant business data were also collected. The data from the various sources above were reduced and then categorized. Next, themes were made before the meanings were found from each of the themes that were made previously.

Data validity criteria

The criteria to ensure the validity/truth of the research results included: the truth value was conducted by doing reflexivity and a reflection on one’s own perspectives, the representativeness of the findings in relation to the phenomena; the consistency/neutrality through an auditability achieving activity; and applicability by doing an evaluation of the application of the findings to other contexts (Noble & Smith, 2015 ).

Analysis technique

An analysis technique was done by using a goodness of fit model qualitatively (Delphi) by paying attention to the appropriateness aspect in its application and a qualitative-constructive method to see the effects of applying the model, whether for management or the performance of each business actor. To explain the dynamics of implementing PBEL learning, a narrative analysis is used for both qualitative and quantitative data (Chapus & Nordman, 2021 ; Dawson & Hjorth, 2012 ).

Results and discussion

Descriptive narration and tenant results.

This study used an action research approach where in the analysis, a narrative data analysis method was utilized in delivering the Entrepreneurship Education Program. The results of the research which were related to the tenant business profile can be described narratively related to a description of the participants’ entrepreneurship development program as follows (Tables 3 , 4 , and 5 ).

Tenant 7 and tenant 8 received the highest score of 48 in the entrepreneurial characteristic aspect (Table 3 ) and entrepreneurial intention (Table 4 ) as being higher than the other tenants. Interestingly, these two tenants already have running businesses, while the other ones are still making their prototypes and products (Table 5 ). This means that tenants with high entrepreneurial characteristics and entrepreneurial intentions are more related to competency in doing startups and operating their businesses.

Group or independent learning?

In various learning, the participants were given group tasks or individual tasks. In PBL, it is more emphasized in the group, while ELM is focused on the individual. In learning PBEL at Undhira Bali, the students are free to choose groups with anyone.

There are no limitations of religion, ethnic group, gender, region of origin, or study program. They can even choose members from other higher education institutions or other parties. The participants can also operate their own businesses themselves. They can also determine what kinds of businesses they want to run. Groups or individuals are not treated differently in this action research.

Interestingly, from the reflective test results, it showed that the startups which were successful in running their businesses had been operating for more than 6 months for a banana pizza business and a chicken farming business. They were both run individually. Then for the six businesses that were done in groups, they had not yet become businesses. Only one activity produced a concept and six activities produced products.

Entrepreneurial learning is an individual experience not a group experience. The groups are only learning media. When they study individually, the responsibilities fall to themselves, but for those in groups, they have expectations for each other and have to wait for each other, so they are not independent. Group motivation is difficult to be integrated. When working individually, a person will feel greater risks. That creative process originates from individual contemplation, so that when in a group, there are members who have difficulty in understanding the creative process. The learning experiences are participative, interactive, and applied. This allows contact with the environment and the description process which is various and uncertain. This involves all individuals; learning occurs in affective, behavioral, and cognitive dimensions. This condition is difficult to be achieved in group learning, because the involvement intention is various (Agbim et al., 2013 ; Gentry, 1990 ).

Study program expertise-based learning

From the reflective recapitulation of the entrepreneurial learning results, it shows that study program-based learning is more effective in producing products. The knowledge that they acquire is tacit knowledge which can become an embryo in starting a business (Dohse & Walter, 2012 ; Audretsch & Aldridge, 2009 ).

Tenants who come from the Physiotherapy Study Program can more easily create business ideas that originate from the knowledge they acquire on a daily basis. Nevertheless, there is one tenant who comes from the Psychology Study Program who succeeded to develop a food business. This signifies that study programs with specific characteristics can more easily produce products that are specific and unique, not just food businesses, as almost every study program can produce it. In a traditional entrepreneurial learning context, this finding is correct and supports the development of business expertise. However, in a modern viewpoint, learning is directed to build enterprises not businesses, so that actually any study program should be able to build enterprises (Axelsson & Westerberg, 2018 ).

Learning effects

Tenant 1 succeeded to develop a mobile-based physiotherapy homecare application prototype. This tenant’s development was based on improving society’s health issues, especially related to bone or stroke problems. The purpose of this business is to provide service to society quickly by taking advantage of technological developments. This business has great opportunities to develop in the market because it has several superiorities which focus on the market segment and business planning as a reference in operating a mobile-based business. However, up until this research was conducted, the application was not actualized. An effort is needed to finish the application and turn it into a business.

The second tenant succeeded to develop the Body Scrub Daun Nangka (jackfruit leaf) (Unang) natural, healthy, and clean cosmetic innovation product. The UNANG body scrub product is a business innovation that is made with natural ingredients, so that it is appropriate to be used for various skin types and is supported with a modern appearance. The product from this company is not a new business product being marketed, but the uniqueness of this product is that this business has great market potential to be developed in the market. However, this product has not been marketed widely. It has only been marketed to friends.

Tenant 3 produced Masker Daun Mimba (neem tree leaf masks). This idea surfaced in response to the problems that are experienced by society and especially for teenagers. However, this product has not been marketed as a business activity; it has just produced a product.

Tenant 4 produced the product “Physio Care” aromatherapy rubbing oil. There is a great need for rubbing oil. However, the strong smell of the aroma and the old-fashioned bottle design make the image of rubbing oil less appealing for teenagers. So, a creative business innovation was made with a combination of fragrant essential oils with a mixture of rubbing oils like gandapura oil, clove oil, eucalyptus oil, and olive oil to make a fragrant rubbing oil. Besides that, with the innovation of a roll-on bottle, it can beautify one’s appearance from the rubbing oil, so that it is more interesting and appropriate with today’s developments. The product has not been marketed. It needs proper marketing, a good marketing strategy, and affordable prices for society.

Tenant 5 has produced a “Physio Care” aromatherapy rubbing oil business plan. Nevertheless, this product has not been marketed. They have an obstacle in producing a large quantity of the product and marketing it.

Tenant 6 produced the “AnRe” ankle rehabilitation shoe model. This idea is a solution for those suffering from leg injuries. Ankle injuries are often experienced by athletes or those who are engaging in sports activities. Ankles must be protected to avoid having injuries. If an injury still occurs, then something must be done immediately to treat the injury in the ankle joints. Making a health equipment business innovation like “AnRe Shoes” will facilitate an individual to treat an injury without using a lot of equipment. This product has not been marketed and needs partnerships with orthopedic hospitals because it is still a special market (niche market).

Tenant 7 succeeded to develop a banana pizza business (Pizzang). This business has been operating for more than 6 months and has already established a market and obtained a profit. Pizzang is a snack food product and healthy with natural ingredients in the form of bananas. In order that the taste is more enjoyable and can be accepted by youths, eight flavor variants have been added as well as eight toppings that are liked by youngsters. This product is sold in a partnership with Ojek Online (motorcycle taxi) ( Ojol ), in order to reach a wider market and has mini outlets in Bali city centers. Pizzang, which was established on 25 February 2018, is a business which provides natural ingredient snacks made from bananas that are packaged with a modern concept that is different from the competitors.

Tenant 8 has produced a duck egg hatching technology-based product. It has been run as a business for more than 6 months and obtained a profit. The production technology will be developed because the market is still wide open.

The things mentioned above are an illustration of entrepreneurship learning for students in year 1 (2019) of the program implementation. Various dynamics continued to happen to them. There were those who continued to run their businesses, but there were also some who switched their type of business according to the conditions of the business environment.

In the second year (2020), there were 11 students who passed the funding and participated in the program, but there were only 8 tenants who managed to continue the program. The development of their businesses can be seen in Table 5 . Of the 8 tenants, there was one tenant who stood out in the business, namely tenant number 8 in the 2020 program. The business developed was recycled paper. This business started when one of the students joined an association in his village, and they discussed together about making a business, and this started with the announcement of our program to find new startups in the student environment. The idea was conveyed to a youth group in his village. Finally they decided to make this venture. It turned out that this effort had also previously been made by one of the group’s members, but it stopped. With the presence of students and the PPK program, it made them revive this business again. Through the help of equipment such as blenders, funds for operations, and also tools for pulp pressing, this business has been running until now.

This group also participated in another program, where the university started community service in Carut Village, which is a coffee-producing area. It turns out that from coffee processing a lot of material was wasted. These students then took the initiative to mix recycled paper with coffee peels to make the products more unique.

The business in the third year (2021) that was successful was the Robusta coffee business. This business idea originated from the area of origin of one of the students in the Pupuan Bali area as a producer of Robusta coffee. They then tried to develop it by making coffee. The local people sold coffee in the form of beans and some also sold the coffee in whole. This student then had the idea to buy from coffee farmers and then dried it and made coffee grounds. The first sale was in the traditional form wrapped in plastic only. The sales were only for households and it was placed in food stalls.

In the process, after being mentored, the coffee sales were not only wrapped in plastic for households, but also packaged. The final products were wrapped in attractive packaging so that the sales were not only for household needs, but this coffee was also bought for souvenirs if there were religious activities (e.g., marriage ceremonies or other events). On average, 10 kg was sold and ran out in 2–3 days. If there were many ceremonies, then even more than 10 kg could be sold.

In addition to improving students’ knowledge and business skills, this program also had an impact on changes in student motivation. They began to enjoy the business being run. They also began to be resilient considering the many problems that arose and had to be resolved. In addition, the ability to see opportunities and develop ideas has also increased, as can be seen from the type of business being built. The ability to assemble resources also increased because they were initially limited in some ways. After learning more about the business, they were able to identify and find the supply chain and value chain of the business they were running. In this case, they also learned to work together and synergize to develop their business.

Dynamics in applying PBEL

In improving entrepreneurial competence in order that the participants (students) can create and develop their businesses, there are several learning methods that can be done like education and training (Porfírio et al., 2022 ), trying directly (Santoso et al., 2021 ), and mentoring, as well as all three can be applied (Utomo et al., 2019 ). Despite this, when implemented in an input–process–output dimension, there are several models like project-based learning (Radianto, 2013 ), competence-based learning (Vries et al., 2022 ), game-based learning (La Guardia et al., 2014 ), and problem-based learning (Rodríguez et al., 2022 ).

Based on the marketing of the learning models above, the combination of the two methods has not been applied. This research attempted to combine an entrepreneurial learning model approach in the form of training and education, experience, and mentoring in one package with project-based learning. The university students were given education and entrepreneurship training by joining a structured Entrepreneurship Education course and unstructured entrepreneurship training, trying directly by making business proposals and starting businesses as well as being assisted by mentors who have had previous experience as entrepreneurs to develop a real business project (not a prototype).

In implementing this model, the participants received material and learning methods as depicted in Table 1. Every student took the Entrepreneurship Education course. After that, they received entrepreneurship training that was specialized to open their business insights and improve their motivations. After they were motivated, they were guided by mentors to make business ideas that ended in them making business plans. The feasible business plans were given a financial stimulus to actualize their business plans with the guidance of mentors.

This combined model is one of the models expected to be able to produce startup businesses based on the required knowledge. This combination facilitates the students to be able to visualize what they want and aspire in the form of a real business model. Entrepreneurship learning can become one package, not separated, so that it enables students to realize their ideas more easily from a conventional approach in entrepreneurship learning.

In spite of this, in its implementation, the ELM model combined with the PBL model has weaknesses, such as knowledge, perception, and orientation differences in doing business. Besides the problem of actualizing students’ business ideas in a written form, having only one seminar and the Entrepreneurship Education course that is taught by the lecturer who does not have a mentor capacity are also constraints in motivating students to write their business plans.

When their business plans were arranged and they tried to implement them, they generally were stalled in the goods production stage. When they wanted to market the products, they experienced difficulties. This means that this combined model also necessitates an arranged business plan. Besides being based on knowledge competence, it also has to be based on the market and investments. When it is based on production and knowledge competence, they will be stalled in developing their businesses.

Conclusion and suggestions for further research

The dynamic of implementing PBEL at Undhira by emphasizing the three aspects of training and education, experience, and mentoring shows that students’ entrepreneurship performance is greatly related to educators and mentors, students, and the learning methods implemented. Through action research, by applying the PBEL model from the program socialization stage, an entrepreneurship seminar that ends with an entrepreneurship potential test, business idea selection, proposal selection, grant provision, business implementation, and participation in an entrepreneur community, it shows that students who have backgrounds with parents as entrepreneurs will have a high intention to do a startup business, be in a business field that matches with a more successful academic discipline rather than a different one, and have a business that matches with their hobbies and prospects for a startup business. Leadership, entrepreneurship, and managerial abilities are also determinant factors in the success of a startup business.

The novelty of this article is in the construction and application of the project-based entrepreneurial learning (PBEL) model in creating a startup business, which begins from an explanation about the formula, implementation, and evaluation of its effects. However, how the model details and measurements can be applied in another location has not been done. In its implementation, this model has a weakness when it is not accompanied with marketing and business orientations. Therefore, in the future this model also needs to be implemented by adding these two orientations. Besides that, for future research, the entrepreneurship process of startups needs to be examined more in-depth to recognize opportunities to create ideas, start and develop businesses, as well as explain in-depth about the program effects towards the development of students’ competencies and entrepreneurial spirit, including in how it affects their academic abilities.

This research has several implications. For policy-makers both in the government and in universities, the results of this research can be used as a policy strategy for developing entrepreneurship learning which has so far emphasized on increasing production skills or developing businesses only. Entrepreneurship learning needs to be equipped with learning substance education such as motivation, cognitive abilities, entrepreneurial skills, and business skills. There are three forms of learning, namely education and training, direct testing, and mentoring. Learning activities consist of strengthening cognitive capacities and capabilities, recognizing opportunities, developing ideas, and assembling resources. For entrepreneurs, the results of this research are expected to provide input on the entrepreneurial learning model of entrepreneurs related to increasing their motivation and self-knowledge, participating in training, trying directly, and participating in an entrepreneur community or as mentors, not just learning to increase production and management. Efforts to identify opportunities and develop realistic and rational ideas need to be made to get a viable business. Trying to start a business (project) is a means to increase entrepreneurship by continuously improving self-knowledge and competence, management, and business, making it possible to achieve business success.

Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request.

Abbreviations

• Project-based learning

Project-based entrepreneurial learning

Performance Education Model

Entrepreneurial Education Model

Entrepreneurial Learning Model

Observe, Imitate, Modification

Small and medium enterprises

Define, Design, Develop, and Disseminate

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Acknowledgements

The authors are grateful to the Ministry of Research, Technology, and Higher Education of Indonesia, who provided funding for our research project in 2020–2021.

This research includes the design of the study and the collection, analysis, and interpretation of data and in writing the manuscript funded by the Ministry of Research, Technology, and Higher Education of Indonesia (Grant No. IDR 147.700.000), who provided funding for our research project in 2020–2021.

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Santoso, R.T.P.B., Priyanto, S.H., Junaedi, I.W.R. et al. Project-based entrepreneurial learning (PBEL): a blended model for startup creations at higher education institutions. J Innov Entrep 12 , 18 (2023). https://doi.org/10.1186/s13731-023-00276-1

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Call for Proposals: Revitalizing STEM education to equip next generations with STEM Competency (Extended deadline: 12 May 2024)

The 15-month project aims to create innovative educational solutions, to increase institutional and professional capabilities, and share knowledge and best practices at both regional and global levels. The project will identify innovative proposals composed of STEM Research Activities and STEM Educational Activities presented by applicant teams. After 6 months of implementation, project teams will be invited to co-create and consolidate results to co-develop a STEM education knowledge hub and a regional inventory of STEM educational resources.

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How Entrepreneurship Support Organizations Fuel Economic Growth and Engagement in Oklahoma: Learning from Oklahoma City Innovation District

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• Safaya Fawzi
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This blog is part of a series highlighting NLC’s City Inclusive Entrepreneurship (CIE) Network. Cities in the network have committed to implementing new policies, programs, and practices that increase economic opportunity for residents through small business ownership and entrepreneurship. In November 2022, Mayor David Holt of Oklahoma City, OK, committed to identifying innovative, Black-owned firms with the end goal of connecting them to resources and opportunities they need to grow.

The state of Oklahoma includes many pockets of economic innovation and vibrancy. In both Oklahoma City and Tulsa , the entrepreneurial ecosystems have benefited through their cities’ strong partnerships with local Entrepreneurship Support Organizations (ESOs). The month of April is the start of when the Small Business Administration commemorates Small Business Week (April 28 through May 4, 2024), and NLC’s City Inclusive Entrepreneurship Program is highlighting past and current program participants of the CIE program to learn more about how they contribute to their cities’ economic development.

Oklahoma City Innovation District’s CIE Ownership & Optionality Commitment Grant Project

Oklahoma City Innovation District (OKCID) participated in the CIE program in 2022-2023 through its Ownership & Optionality cohort, with technical support from Collab Capital .

OKCID initially selected the Ownership & Optionality cohort to bolster the programmatic side of their work, specifically by reaching out to and supporting Black entrepreneurs and businesses. OKCID is an accelerator that was founded based on a study that Oklahoma City commissioned focused on providing more resources to entrepreneurs in the community. They decided to utilize the funding to engage small business owners in meaningful ways: they used the CIE grant to run Lunch & Learns on various topics relevant to entrepreneurs, especially related to venture capital and business development and support.

But OKCID as an accelerator reached further success through its partnership with NLC beyond just the use of the grant funding — the NLC name provided brand awareness and recognition that allowed OKCID to further leverage funding they were in the process of receiving from JP Morgan. With reputable names behind the work they were doing, OKCID’s work with other local accelerators, specifically the Northeast OKC Renaissance, allowed them to work even more directly with local entrepreneurs of color.

According to OKCID Director of Partner Engagement and Special Projects DeAndre Martin, it “definitely strengthened our relationship with the City; the Mayor always thanks us for what we do. He doesn’t ask us to do things often, but it feels good that the thing he asked us [OKCID] to do we’ve been able to execute—it showed he can call upon us more.”

From these initial partnerships and connections, OKCID continues to gain funding; the chairman of the OKCID board set up an entire venture capital fund to invest in entrepreneurs of color in OKC, and one of OKCID’s philanthropic partners created a Revolving Loan Fund that will eventually become a Community Development Financial Institution (CDFI), an alternative form of access to capital benefiting the entire entrepreneurial and economic development ecosystem of the city.

Oklahoma City Minority Founders Accelerator (OMFA)

Another unexpected outcome of the NLC CIE partnership was following a round of COVID relief funding that Oklahoma City released an RFP for, specifically for accelerators (as there are multiple throughout the city). OKCID had also submitted an RFP to JP Morgan around accelerator work. They received funding from both and decided to utilize services from a local University of Oklahoma MBA school professor to take an MBA course and put it into a 16-week program that could then be used to support OKC-based entrepreneurs of color starting their own businesses. This initiative became the Oklahoma City Minority Founders Accelerator (OMFA).

One service accelerators provide is targeted training and engagement with entrepreneurs. Now into its third cohort and recruiting for its next, OMFA is actually its own nonprofit, run by Northeast Oklahoma City Renaissance, another accelerator, and supported by OKCID.

From An ESO Leader: How Cities Can Foster Greater City-ESO Engagement

OKCID benefited from its relationship with the Mayor and city leadership. For cities just starting out or wanting to expand their partnerships with ESOs to better connect with entrepreneurs and foster greater economic development, Martin shared some ideas:

Regular city leadership engagement

Martin shared that “conversations are the starting point.” If your city has had no/minimal interaction with your local ESOs and/or accelerators/incubators, consider intentional networking to start that conversation with regular frequency. OKCID meets quarterly with city council members because even in cases where a project or program they have does not directly center in a given ward, “the spillover effects really impact their constituents.”

Recognize, then utilize, your city’s current resources and network

Martin advised cities: “Don’t go at it alone,” and emphasized that part of the success of their work is that throughout Oklahoma City’s entrepreneurial ecosystem, “we actually talk to each other, and speak with other people and other organizations.” Cities that foster and even convene discussions among their resource partners can more successfully help their residents across a range of needs, and entrepreneurship support is a great example.

Partnerships can fill the gaps

Martin mentioned the opportunities COVID-era support funds created for entrepreneurs and accelerators in OKC. Similarly, other cities may find that many ESOs or other nonprofit partners were bolstered or even able to launch because of the Coronavirus Aids, Relief, and Economic Security (CARES), American Rescue Plan Act (ARPA), or other federal government funding. Look to strengthening partnerships with both the private and nonprofit sectors to keep the benefits to local entrepreneurs and your local economy going forward.

OKCID and Oklahoma City continue to engage with NLC — they are participating in another City Inclusive Entrepreneurship (CIE) cohort this year focused even more intentionally on bringing together multiple organizations, private and nonprofit, to create a stronger workforce pipeline to the city to continue to foster inclusive entrepreneurship and growth.   

Sign Up for NLC’s Newsletters and Stay Connected

About the author.

Safaya Fawzi is a Program Manager in the Center for Municipal Practice at the National League of Cities.

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Watch CBS News

Technology education program wants to bring out the geniuses in Chicago's young Black men

By Ryan Baker , Edie Kasten

Updated on: April 26, 2024 / 10:58 PM CDT / CBS Chicago

CHICAGO (CBS) – A national program with roots in Chicago is helping bridge the gap in the technology divide and encourage self-esteem.

Some say there's a hidden genius in all of us. A program, that teaches technology, entrepreneurship and more is helping young Black men in Chicago and around the country find the genius blossoming in them.

It's aptly called The Hidden Genius Project.

The energy was unmistakable. There was genius in the room.

The Hidden Genius Project is helping young men to be their best selves while learning all things tech.

"The Hidden Genius Project trains and mentors Black male youth in technology creation, entrepreneurship and leadership skills to transform their lives and their communities," said Eric Steen the Chicago site director for the program. "We have a 15-month immersion program where our young men obtain over 800 hours of computer science training."

"I love coding. I like how to learn about background of how to make websites, and learn more about how to create it," said Samir Donnejour, a high school sophomore. "I really like how this place has given me opportunities to learn more about it."

On the day CBS 2 visited the program, the geniuses were using coding skills they learned over the summer to create real-life games.

"We put them on teams and make them strategize on how to beat the other team," Steen said. "We put them in obstacle races against other teams, and that allows them to kinda start working together."

Even beyond learning how to work together, the exercise is about brotherhood.

"We know it just doesn't end with the Hidden Genius Project," Steen said. "They become brothers for life."

He added, "I think often times, our young men only have the opportunity to really build that brotherhood when they're playing sports. We wanted to make sure they had the opportunity to build it somewhere else, because they wanted to better themselves. They want to create things for the future."

Speaking of creating a future, Yusuf Seward started in the program as an intern. They liked him so much that now, at age 18, he's the project's innovative educator, taking geniuses through leadership and coding exercises.

"It's teaching them how to use tech in their daily lives to better the communities around them," Seward said. He added, "Just from being here in the time that when some of our geniuses started to where they are now, I can see such a huge difference in their personalities, their maturity and what they know."

Take 16-year-old Zuri, who sees coding, computers, and applied chemistry in his future. He's getting a good start on it all at The Hidden Genius Project.

"The feeling of making something that's unique to you is something that I relate to," Yuri said.

Support services manager Candace Kyles' job is to relate to the geniuses. She's their "go-to" for social and emotional support.

"My job is to make sure that if there's any services they need, whether it's tutoring or mental health services, academic services, that they're getting that," Kyles said. "If they know we care, then they'll come and they'll share big moments with us and they'll share small moments with us, but they always know that someone is one their side."

And that caring creates opportunities in tech, an area where Black people are still underrepresented.

"At the end of the day, we want our boys to have an opportunity. We want them to have access to technology and we want them to feel the love that we know that they deserve," said Steen. "We know that each one of them has a genius deep inside of them and we know that it takes a community to help bring that genius out, and we want to provide that community for them so they can reach their ultimate height."

The Hidden Genius Project is part of a national effort and has divisions in Chicago, Los Angeles and Detroit, among other cities. There are also programs for girls, men and women. They just ask that participants bring their curiosity.

For more information on The Hidden Genius Project, visit their website, hiddengeniusproject.org .

Ryan Baker is weekday Morning News anchor at CBS2 Chicago.

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This is a campuswide week of events, lectures, and volunteer opportunities designed to educate and inspire action related to environmental justice, climate, and nature-based solutions. This year’s theme is Restore & Regenerate.

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Maggie Nelson

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Campus & Community

Who, What, Why: Ariana Jimenez and the High School Voter Project

As part of a student-run, nonpartisan, netter center initiative, jimenez focuses on youth voter registration, civic engagement, and education in west philadelphia..

Never underestimate the power of free food. In the case of Ariana Jimenez of Plainfield, Illinois, it was the lure of pizza that first brought her to a voter registration drive, to sign up to vote in the state primary. “17-year-old me was very into free pizza,” Jimenez says. She also learned how to register high school peers and speak with them about voter education, becoming an election ambassador for her county.

Now a fourth-year student in the Wharton School studying business economics and public policy, with a second concentration in management, Jimenez continues to speak with high school students about civic engagement—this time in West Philadelphia.

While looking for a work-study job in her first year of college, Jimenez saw a posting for the High School Voter Project. Founded in 2020, the summer before Jimenez started, the High School Voter Project is a student-run, nonpartisan initiative supported by Penn’s Netter Center for Community Partnerships that focuses on youth voter registration, civic engagement, and education. The program also promotes forms of advocacy beyond voting, especially to engage students under 18, including opportunities to speak with local legislators and to run campaigns at their school.

On Thursdays, Jimenez goes to Sayre High School, where the High School Voter program focuses on pre-professionalism, teaching them interviewing and email writing skills in addition to civic engagement. During these sessions, Jimenez and other volunteers mentor use a problem-solving approach to tackle issues the students identify: gun violence, the affordability crisis, and improving public schools.

Jimenez says the mentoring focuses on current events and community issues the students care about, which helps the Sayre students understand how voting impacts their lives. She points to an example when the high school students offered their thoughts about public transit citing concerns about safety, timeliness, and cleanliness. The team, says Jimenez, turned it around to address how voting impacts public policy.  

Asking the students, “Who’s in charge of making those decisions?” helped them realized that the SEPTA board is partially appointed by the Philadelphia mayor and city council, Jimenez says, drawing “connections to how who they vote for actually directly impacts their lives.”

She is passionate about the work. “Voting is fundamental to have a say in everything that goes on in this country,” Jimenez says. “That’s why it’s essential that all communities have voter access.”

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Transforming Your Passion Into Impact — Discover the Top 15 Franchises Shaping Children's Futures Looking to make a real impact in kids' lives while running a successful business? Check out the top 15 children's franchises, according to the 2024 Franchise 500.

By Clarissa Buch Zilberman • Apr 23, 2024

Key Takeaways

• These franchises span a wide range of educational services, from tutoring in specific subjects to more comprehensive early childhood education programs.
• Many of these franchises have demonstrated significant growth over the past few years.
• The franchises on this list not only support academic excellence but also foster environments where children can thrive in various aspects of their personal growth.

When it comes to helping kids succeed, some franchises stand out above the rest. From tutoring centers to educational programs, these businesses play a crucial role in shaping young minds. In this article, we'll take a closer look at the top 15 children's franchises, according to the 2024 Franchise 500 Ranking .

These franchises not only provide essential academic support but also foster a supportive environment where children can thrive and grow. So if you're considering buying into a franchise brand that makes a meaningful difference in the lives of children while also offering a promising business opportunity , these top-ranking options may be your key to success.

Related: Considering franchise ownership? Get started now to find your personalized list of franchises that match your lifestyle, interests and budget.

• Overall Franchise 500 rank: 10
• Founded: 1954
• Franchising since: 1958
• Number of units: 26,244
• Change in units: <1.0% decrease over 3 years
• Initial investment: $68K - $147K
• Leadership: Mino Tanabe, CEO
• Parent company: N/A

Operating a Kumon franchise not only allows you to run a business while positively impacting your community, but also offers support for growth through brand managers and field consultants. With a vast global network of over 26,000 franchises, Kumon is a significant player in education, providing parents with solutions to help children excel academically and boost their confidence. The franchise presents rewarding moments, such as witnessing students succeed in their academic endeavors and confidently acing tests, making it a fulfilling venture for franchisees.

Related: See Who Made This Year's Franchise 500 Hall of Fame

2. The Learning Experience Academy of Early Education

• Overall Franchise 500 rank: 32
• Founded: 1979
• Franchising since: 2003
• Number of units: 354
• Change in units: +45.7% over 3 years
• Initial investment: $590K - $5.5M
• Leadership: Richard Weissman, Chairman & CEO

Founded in 1979, The Learning Experience Academy of Early Education has provided innovative early childhood education programs for children aged six weeks to five years. The brand began franchising in 2003 and has since expanded to more than 350 locations across the United States, offering vibrant centers and engaging educational experiences. Founded by Michael Weissman, the academy emphasizes fun and effective learning, positioning itself as a leader in the daycare and early childhood education industry. Franchise opportunities are available for individuals passionate about innovative education and community involvement.

Related: How Immigrating from Argentina to the Bronx Prepared Her for Life as a Franchisee

3. The Goddard School

• Overall Franchise 500 rank: 68
• Founded: 1983
• Franchising since: 1988
• Number of units: 612
• Change in units: +13.8% over 3 years
• Initial investment: $880K - $7.6M
• Leadership: Dennis Maple, Chairman & CEO
• Parent company: Sycamore Partners

Established in 1983 and franchising since 1988, The Goddard School has grown into a leading childcare provider with numerous schools across the country, offering programs for children from six weeks to six years old. Starting a The Goddard School franchise is an appealing option for career-changers passionate about positively impacting children's lives, with no prior childcare or education background required. Franchisees oversee administrative duties on-site while receiving comprehensive support from The Goddard School in various areas such as real estate, operations, marketing and training.

Related: From Coding to Creole Cooking — Here Are 5 Inspiring Success Stories of Black-Owned Businesses

4. Goldfish Swim School

• Overall Franchise 500 rank: 74
• Founded: 2006
• Franchising since: 2008
• Number of units: 151
• Change in units: +39.8% over 3 years
• Initial investment: $1.7M - $3.7M
• Leadership: Chris McCuiston, CEO
• Parent company: Goldfish Swim School Franchising LLC

Goldfish Swim School , founded in 2006 by Jenny and Chris McCuiston, offers swimming lessons for children aged 4 months to 12 years, equipping them with essential life-saving and life-changing skills. Since franchising began in 2008 to meet growing demand, the Goldfish Swim School franchise has expanded to numerous locations across the United States and Canada. Starting a Goldfish Swim School franchise presents an exciting opportunity , particularly for those passionate about making a difference in children's lives and fostering confidence. With a strong brand and a growing network of over 150 locations, franchisees can contribute to meeting the demand for high-quality swimming lessons while embarking on a fulfilling adventure .

Related: Want to Become a Franchisee? Run Through This Checklist First.

5. Mathnasium

• Overall Franchise 500 rank: 97
• Founded: 2002
• Number of units: 1,110
• Change in units: +3.4% over 3 years
• Initial investment: $113K - $149K
• Leadership: Mike Davis, CEO
• Parent company: Roark Capital

Mathnasium is North America's leading math-only supplemental education franchise. Its founder, Larry Martinek, spent three decades developing methods and materials to help give grade-school children a better foundation in math. Since 2002, the Mathnasium Method™ has been transforming the lives of children in grades 2-12, helping them understand, master and love math.

Related: One Factor Is Helping This Entrepreneur Tackle Business Ownership Later in Life. Now, She's Jumping Into a $20 Billion Industry.

6. Huntington Learning Center

• Overall Franchise 500 rank: 113
• Founded: 1977
• Franchising since: 1985
• Number of units: 286
• Change in units: -5.0% over 3 years
• Initial investment: $154K - $264K
• Leadership: Eileen Huntington, Cofounder & CEO
• Parent company: Huntington Learning Centers Inc.

Huntington Learning Center provides personalized tutoring programs for students in grades K-12 across the United States, both in-person and online. Their business model focuses on delivering tailored instruction to help students excel academically, aiming to provide each student with the highest quality education. Huntington Learning Center offers opportunities for franchisees who are passionate about education and driven by growth , emphasizing the goal of making a measurable impact—particularly with students who may be falling behind in their studies.

Related: This Entrepreneur Is on a Mission to Eradicate Generational Poverty in the Black Community — And She's Using Franchising to Do It.

7. Kiddie Academy

• Overall Franchise 500 rank: 116
• Founded: 1981
• Franchising since: 1992
• Number of units: 312
• Change in units: +18.6% over 3 years
• Initial investment: $370K - $6.8M
• Leadership: Joshua Frick, President
• Parent company: Essential Brands Inc.

Kiddie Academy provides a positive, nurturing environment aimed at supporting children during their early developmental stages. Driven by a commitment to preparing children for school and life, Kiddie Academy seeks entrepreneurs who share their passion for serving educational needs. As a franchisee, you'll have the opportunity to impact young lives while enjoying a balanced schedule and contributing to families' personal and professional goals within your community.

Related: Is Franchising Right For You? Ask Yourself These 9 Questions to Find Out.

8. Aqua-Tots Swim Schools

• Overall Franchise 500 rank: 118
• Founded: 1991
• Franchising since: 2007
• Number of units: 138
• Change in units: +24.3% over 3 years
• Initial investment: $984K - $2M
• Leadership: Paul Preston, President & Cofounder
• Parent company: Aqua-Tots Swim School Holding LLC

Established in 1991, Aqua-Tots Swim Schools offers swimming lessons to children globally. The brand began franchising in 2007 and now spans over 130 franchises in the U.S. and internationally. Their proven curriculum, tailored for ages 4 months to 12 years, focuses on water safety and swimming skills. For those passionate about swimming and child safety, joining Aqua-Tots Swim Schools as a franchisee offers a fulfilling opportunity to make a positive impact while growing a business in a vital industry.

Related: Don't Have Time to Start a Business? This Doctor, Lawyer and Now Part-Time Franchisee Would Disagree.

9. Skyhawks & SuperTots Sports Academy

• Overall rank: 136
• Number of units: 247
• Change in units: +44.4% over 3 years
• Initial investment: $30K - $90K
• Leadership: Jason Frazier, President/COO
• Parent company: Stack Sports

Established in 1979, Skyhawks Sports & SuperTots Sports Academy is a sports academy based in Spokane, Washington. Franchising since 2007, the academy boasts nearly 250 locations in the U.S. and internationally, aiming to instill life skills in youth through sports. Joining Skyhawks Sports & Supertots Sports Academy as a franchisee provides an opportunity for children to pursue their sports passion alongside peers, fostering community engagement with church groups, school organizations and families, while growing your franchise. With its national recognition and popularity, franchisees can benefit from a proven business model, enjoying year-long customer engagement through afterschool and weekend activities and multiple income streams from sports activities and merchandise sales.

Related: This Entrepreneur Built and Sold a Franchise for Millions. Now He's Betting Big on a $1.38 Billion — and Growing — Industry.

10. Primrose Schools

• Overall Franchise 500 rank: 141
• Founded: 1982
• Number of units: 507
• Change in units: +11.7% over 3 years
• Initial investment: $652K - $8.5M
• Leadership: Jo Kirchner, CEO

Primrose Schools , a network of accredited early childhood education providers, was founded in 1982 by Paul and Marcy Erwin in Marietta, Georgia, and began franchising in 1988. With a focus on fostering strong relationships and implementing a comprehensive curriculum , Primrose Schools has become a leader in educational childcare, boasting over 500 franchise locations nationwide. For potential franchisees with a passion for early childhood education, starting a Primrose Schools franchise offers a rewarding opportunity to make a difference in their community. Regardless of your background, Primrose Schools provides the resources and support to navigate every step of the way.

Related: She Was Unhappy at Her Engineering Job and Wanted to Help Children. Now She's Tripled Her Household Income Running a Kid-Centric Business.

11. Sylvan Learning

• Overall Franchise 500 rank: 174
• Franchising since: 1980
• Number of units: 552
• Change in units: -3.0% over 3 years
• Initial investment: $98K - $200K
• Leadership: Jeff Stephenson, VP of Franchise Development
• Parent company: Unleashed Brands

Sylvan Learning , founded in 1979 and franchising since 1980, offers customized instructional services, establishing itself as a leader in school-age tutoring across North America and Asia. As a franchisee, you'll join a business with a proven track record spanning over four decades, shaping the lives of young learners and making a significant impact on their futures through tailored learning experiences. The advantage of Sylvan Learning lies in its top-notch programs developed through decades of experience and dedication to innovation, providing franchisees with comprehensive support from both corporate and existing franchisees to address local needs effectively.

12. School of Rock

• Overall Franchise 500 rank: 205
• Founded: 1998
• Franchising since: 2005
• Number of units: 338
• Change in units: +25.7% over 3 years
• Initial investment: $441K - $594K
• Leadership: Rob Price, CEO
• Parent company: School of Rock LLC

Founded in 1998 and now boasting over 330 locations, School of Rock is renowned for its performance-based music education, inspiring children's lives through music. Joining this network allows franchise owners to indulge their musical passion while positively impacting their communities, with creative freedom to customize teaching genres, location aesthetics and staff management. Through School of Rock, franchisees play a crucial role in shaping the musical journeys of countless children, providing them with a safe and enjoyable space to learn, grow, and connect through music.

Related: Jersey Mike's Grew From Hometown Hero to National Powerhouse By Adopting This Mindset

13. Lightbridge Academy

• Overall Franchise 500 rank: 210
• Founded: 1997
• Franchising since: 2011
• Number of units: 69
• Change in units: +46.8% over 3 years
• Initial investment: $621K - $5.2M
• Leadership: Gigi Schweikert, CEO
• Parent company: Lightbridge Franchise Co. LLC

Lightbridge Academy , founded in 1997 and franchising since 2011, offers educational childcare with numerous franchised and company-owned locations across the U.S. Joining Lightbridge Academy as a franchisee means becoming part of a family-oriented culture focused on supporting and encouraging each other. If you're passionate about educating and nurturing children , a Lightbridge Academy franchise offers an opportunity to positively impact the lives of families while benefiting from a proven business model.

Related: She Was Afraid of Her Company Becoming the 'McDonald's of Mental Healthcare' Until She Realized This

14. Once Upon A Child

• Overall Franchise 500 rank: 220
• Founded: 1984
• Number of units: 408
• Change in units: +4.1% over 3 years
• Initial investment: $277K - $418K
• Leadership: Brett Heffes, CEO
• Parent company: Winmark Corp.

Once Upon A Child , franchised by the Winmark Corporation since 1992, is a leading children's resale business established in 1984. As a franchisee, you'll manage all aspects of your store's operations, selling a range of quality new and used children's apparel, equipment, toys, furniture and accessories. Located in strip malls and suburban centers, franchisees benefit from exclusive territories and support in marketing and business planning.

Related: He Opened a Pizza Restaurant to Serve the Native American Community. It Was So Successful He's Opening 20 More.

• Overall Franchise 500 rank: 223
• Number of units: 143
• Change in units: +41.6% over 3 years
• Initial investment: $536K - $1M
• Leadership: Cade Griffis, CEO

D-BAT offers indoor baseball and softball training and merchandise sales across nearly 150 franchise locations. Starting a D-BAT franchise offers an opportunity to be part of the sports community, whether you're a retired athlete or a sports enthusiast, with comprehensive training facilities and equipment provided to serve customers effectively. As a franchisee, you'll focus on enhancing players' skills by providing tailored training programs, supported by ongoing training courses for both you and your staff to maximize teaching techniques and player development.

Entrepreneur Staff

Freelance Writer, Editor & Content Marketing Consultant

Clarissa Buch Zilberman is a writer and editor based in Miami. Specializing in lifestyle, business, and travel, her work has appeared in Food & Wine, Realtor.com, Travel + Leisure, and Bon Appétit, among other print and digital titles. Through her content marketing consultancy, By Clarissa , she leverages her extensive editorial background and unique industry insights to support enterprise organizations and global creative agencies with their B2B, B2C, and B2E content initiatives. 

Want to be an Entrepreneur Leadership Network contributor? Apply now to join.

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