Women entrepreneurs face stricter investor scrutiny and receive less funding than men, but new research shows these biases can shift, offering hope for change in the startup ecosystem.
Introductory entrepreneurship courses can unintentionally increase overconfidence, particularly in male students, while female students tend to show more realistic self-assessments. This gap suggests a need for entrepreneurship programmes that build balanced self-efficacy across genders.
Balancing academic rigour with entrepreneurial impact isn’t easy, but the right mix of university support and real-world connections can make it possible for researchers to thrive in both roles.
Many educators don’t feel qualified to teach entrepreneurship, seeing it as too vague, too corporate, or just “not for them.” But the real challenge isn’t who can teach it — it’s how we help more educators feel like they can.
Being able to spot entrepreneurial opportunities isn’t just luck or instinct — it’s a skill that can (and should) be taught, with the right mix of knowledge, alertness, and creativity, reinforced through hands-on learning.
Entrepreneurship education doesn’t just prepare students to start businesses — it also makes them more employable by teaching adaptability, problem-solving, and resilience.
Making entrepreneurship education compulsory doesn’t guarantee it will stick. Too early, and students tune out. Too late, and they’ve moved on. Taught poorly, and it’s wasted. The key isn’t whether we teach it — it’s when and how.
Entrepreneurship is seen by many as a dream job – freedom, innovation, and self-fulfilment are all part of the allure, but there’s a flip side to that dream: burnout.
Design thinking may be everywhere in entrepreneurship education, but it’s not always used the same way. This study explores how educators across Europe are interpreting and applying it in practice — often informally, creatively, and on their own terms.
Introductory entrepreneurship courses can unintentionally increase overconfidence, particularly in male students, while female students tend to show more realistic self-assessments. This gap suggests a need for entrepreneurship programmes that build balanced self-efficacy across genders.
By reviewing over 150 studies, this influential paper brought clarity to the messy world of entrepreneurship education research — showing that how we teach matters just as much as what we teach.
The "Research Recap" by SSES aims to identify and distill high-quality social science research on entrepreneurship education into engaging, accessible narratives, bridging the gap between dense academic discourse and a broader, curious audience.
A Spanish university course used challenge-based learning to boost engineering students' entrepreneurial skills, improving their problem-solving, creative thinking, and resource management.
Angel investments can supercharge your startup with funding, mentorship, and networks – but often at the cost of some autonomy. Striking the right balance between support and control is key to thriving under an angel’s wings.
This seminal study helped move entrepreneurship education from assumption to evidence, showing that well-designed enterprise programmes can shift how high school students perceive the feasibility and desirability of starting a business.