Astri Ghina, Togar M. Simatupang, Aurik Gustomo
Entrepreneurship education has been widely recognized as having an important and positive impact on the launching of new commercial ventures. Although numerous studies have been conducted to evaluate the effectiveness of university level entrepreneurship education, the results have been largely varied. Most studies focus on an inappropriately-designed systematic approach to entrepreneurship education that incorporates curricula, specific pedagogy, and institutional support and, to a limited extent, psychological assessment. Consequently, such research focuses on evaluating the level of entrepreneurship education’s effectiveness through the application of a more systematic framework and relating this to a set of competencies expected on the part of graduates.
The expectation that most aspects of entrepreneurship education contained in the framework will prove effective leads all graduates’ demonstrable competencies to be deemed of a high standard. The study reported here, seeks to promote a more comprehensive understanding of factors contributing to successful management of entrepreneurship education at the institutional level. Moreover, the implications for practitioners include one that they closely monitor, as a whole, the integrated system proposed in the framework when managing entrepreneurship education to effectively achieve institution goals.