Entrepreneurial Education in Developing Countries: Opportunities and Challenges for Universities

Dear Colleagues,

In today’s knowledge-based global marketplace, fostering an entrepreneurial mindset and skills has become vital for any nation to stay ahead. This sentiment has driven the demand for education models that cultivate and bolster entrepreneurial traits. Moreover, the realm of entrepreneurship is witnessing significant shifts due to digital advancements. As Nambisan (2017) points out, these advancements expedite entrepreneurial undertakings, ushering in novel innovations such as digital platforms. The speed and reach of these digital outputs set them apart from traditional entrepreneurial products (Elia et al, 2020).

While discussions persist regarding education’s capacity to nurture entrepreneurial attributes, a wealth of studies (Kuratko, 2005; Jones and Matlay, 2011; Secundo et al. 2021; Ndou, 2021; Ndou et al, 2019; Ndou et al, 2018; Nabi et al, 2016) underscores the affirmative impact of entrepreneurial education. Such programs are acclaimed for equipping learners with vital knowledge, refining their skills, and boosting their entrepreneurial drive.

The inclusion of entrepreneurial courses in higher education isn’t just a bonus; it’s a necessity. Research (Guerrero and Urbano, 2012; Bae et al., 2014; Pittaway and Cope, 2007) underscores the transformative role modern universities play in pushing technological innovation and economic growth. These institutions have evolved from mere knowledge hubs to dynamic centers for innovation and entrepreneurship.

In this context, the idea of the ‘entrepreneurial university’ emerges. These universities are knowledge powerhouses, hotbeds of innovation, integrating domains such as teaching, research, and entrepreneurship to create an atmosphere ripe for creativity and innovation. Such an ambiance encourages the entire university community—educators, students, and administrators—to conceptualize, evaluate, and capitalize on ideas with the potential for significant entrepreneurial outcomes (Kirby et al. 2011).

The growing significance of the entrepreneurial mindset in our economic structure demands that universities take center stage. Their mission is to cultivate knowledge (Wejdan et al., 2023) and foster an environment that promotes the acquisition of entrepreneurial skills. This includes enhancing students’ creativity and entrepreneurial ethos through focused education, innovation, and informed decision-making (Patrycja et al, 2023).

In developing countries, higher education institutions are on a continuous quest to enhance their pedagogical approaches. Common challenges in developing countries include a shortage of resources, inadequate entrepreneurial training for lecturers, poor stakeholder engagement, weak government policies, and a gap between industries and universities.

With the technological shifts at play, these institutions face the critical task of integrating these innovations to optimize performance.  Building stronger ties with the business sector and staying abreast of emerging technological trends might necessitate curricular updates to align with market demands better.

Past research on the topic is limited, with only a handful of studies on entrepreneurship education in developing countries found in international journals. This call for paper aims to collect contributions that examine the entrepreneurship education initiatives and systems in Developing countries' universities to identify both opportunities and challenges. 

References:

Kuratko, D. The emergence of entrepreneurship education: Development, trends, and challenges. Entrep. Theory Pract. 2005, 29, 577–598.

Nabi, G.; Liñán, F.; Fayolle, A.; Krueger, N.; Walmsley, A. The Impact of Entrepreneurship Education in higher Education: A Systematic Review and Research Agenda. Acad. Manag. Learn. Educ. 2016, 16, 277–299.

Jones, C.; Matlay, H. Understanding the heterogeneity of entrepreneurship education: Going beyond Gartner. Educ. Train. 2011, 53, 692–703.

Bae, T.J.; Qian, S.; Miao, C.; Fiet, J.O. The Relationship Between Entrepreneurship Education and Entrepreneurial Intentions: A Meta-Analytic Review. Entrep. Theory Pract. 2014, 38, 217–254.

Pittaway, L.; Cope, J. Simulating Entrepreneurial Learning: Integrating experiential and Collaborative Approaches to Learning. Manag. Learn. 2007, 38, 211–233.

Secundo, G., Mele G., Del Vecchio, P., Elia G., Margherita, A., & Ndou. V. (2021). Threat or opportunity? A case study of digital-enabled redesign of entrepreneurship education in the COVID-19 emergency. Technological forecasting and social change, 166, 120565.

Ndou, V., Mele, G., & Del Vecchio, P. (2019). Entrepreneurship education in tourism: An investigation among European Universities. Journal of Hospitality, Leisure, Sport’ Tourism Education, 25, 100175.

Ndou, V., Secundo, G., Schiuma, G., & Passiante, G. (2018). Insights for shaping entrepreneurship education: Evidence from the European entrepreneurship centers. Sustainability, 10(11), 4323.

Ndou, V. (2021). Social entrepreneurship education: A combination of knowledge exploitation and exploration processes. Administrative Sciences, 11(4), 112.

Kirby, D. A., Guerrero, M., & Urbano, D. (2011). Making universities more entrepreneurial: Development of a model. Canadian Journal of Administrative Sciences/Revue Canadienne des Sciences de l’Administration, 28(3), 302-316.

Nambisan, S. (2017). Digital entrepreneurship: Toward a digital technology perspective of entrepreneurship. Entrepreneurship theory and practice, 41(6), 1029-1055.

Elia, G., Margherita, A., & Passiante, G. (2020). Digital entrepreneurship ecosystem: How digital technologies and collective intelligence are reshaping the entrepreneurial process. Technological forecasting and social change, 150, 119791.

Guerrero, M.; Urbano, D. The development of an entrepreneurial university. J. Technol. Transf. 2012, 37, 43–74.

Note: This call for paper is organized in the frame of the research project “Entrepreneurial Education and Innovation Initiatives, New Challenges of Universities” approved by the Albanian American Development Foundation (AADF) through the Institute of International Education, Inc. (IIE). under the program Research Expertise from the Academic Diaspora (READ).

Dr. Valentina Ndou
Dr. Dorina Kripa
Guest Editors

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• entrepreneurship skills training
• challenges of universities
• innovation initiatives in higher education
• innovation and socio-economic development
• entrepreneurial education
• entrepreneurship competences
• technological foresight
• open innovation strategies
• digital transformation