article · International Journal of Educational Management
Universities can structure new educational services by implementing a dedicated framework for technology entrepreneurship education. Drawing on evidence from reviews of existing practice, surveys of 150 academics, interviews with ministerial and development agency leaders, and stakeholder workshops, the resulting model focuses on three core dimensions: centres for innovation and entrepreneurship, specialised technology entrepreneurship educators, and dedicated academic programmes or courses. This structured educational approach prepares students with practical enterprise and life skills, equipping them to launch and operate new commercial ventures. At the institutional and enterprise levels, the model fosters an active entrepreneurial environment, enhances competitiveness, and supports innovation. It provides guidance for higher education practitioners and policymakers seeking to refine institutional entrepreneurship support, stimulate economic development, and reduce unemployment through self-employment.
Equipping university students with targeted technology entrepreneurship capabilities fosters business creation and helps combat unemployment. By outlining clear requirements for university centres, courses, and educators, this work provides education leaders and government bodies with a practical model to modernise higher education offerings, stimulate economic development, and build vibrant ecosystems for practical venture creation.
The framework functions as an operational model for universities, higher education ministries, and enterprise support agencies seeking to establish technology entrepreneurship curricula and campus incubation centres. As an educational and policy framework developed through stakeholder input and practice reviews, it represents an applied organisational concept rather than a commercial product, requiring institutional design, curriculum development, and policy adoption before real-world delivery.
AI-generated from the published abstract. Always read the original work before citing.
Purpose – The overall objective of the current study is to explore how universities can better developing new educational services. The purpose of this paper is to develop framework for technology entrepreneurship education (TEPE) within universities. Design/methodology/approach – Qualitative and quantitative research approaches were employed. This study passes through four phase: reviewing of good practices; a survey of academics ( n =150 respondents); semi-structured interviews with leaders of Ministry of Higher Education, the Social Fund for Development, and the ILO Sub-regional Office ( n =30 respondents); and two workshop with expert group and stakeholders ( n =65 respondents). Findings – This study developed framework for TEPE within universities from three aspects (center for innovation and entrepreneurship (CIE), technology entrepreneurship professors/educators, and technology entrepreneurship programs/courses). Research limitations/implications – TEPE will have an impact at the individual and enterprise. It prepares students to be responsible, enterprising individuals who become entrepreneurs, enhances life skills and life learning experiences and contributes to economic development and sustainable communities; at the enterprise level, this education is expected to create and operate a new venture, help innovation, enhance the level of competitiveness, and develop a more practical entrepreneurial environment. Practical implications – It is important for practitioners and policy makers to gain insights on how academic entrepreneurship support works elsewhere as inspiration for the further development of their approaches. Social implications – TEPE can assist in obtaining higher economic growth and sustainable development, in keeping up with the fast pace of an open-market capitalist society and in promoting self-employment and training, which all lead to the reduction of unemployment. Originality/value – This study offers three principal contributions: first, development of framework for the TEPE from all perspectives within universities as TEPE differentiates from other entrepreneurship education types; second, development of an uncommon concept of new educational services in the marketing literature that is incoherent and lacks theoretical models that reflect good practice of entrepreneurship education; third, identification best practices of TEPE in universities by reviewing and analyzing policy and continuing to experiment.
This page summarises published work. The authoritative version sits with the publisher.
DOI: 10.1108/ijem-11-2014-0142
Is something wrong with this record? Report it or request removal.
Discussion
Have you built on this work, tried to replicate it, or seen it applied in practice? Share what you know. Verified researchers and MARATTO™ domain experts can open a discussion, and any member can reply. Contributions are reviewed before they appear.
No discussion yet. Open the first thread.
New to MARATTO™? Create a free account.
