The Educational Foundations of Entrepreneurial Development
Comparing Academic, Certification and No Formal Entrepreneurship Education Pathways
Bibliographic Data
| ID | 20109032 |
|---|---|
| Authors | Israel Rachevski (0000-0003-3495-6986, The School of Management Western Galilee College Akko Israel), Carmit Gal (0000-0002-2047-3345, The Education Department Western Galilee College Akko Israel, corresponding author) |
| Year | 2026 |
| Publication date | 2026-06-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Social Science Journal (JOURNAL) |
| Journal identifiers | ISSN: 0020-8701 • E-ISSN: 1468-2451 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/issj.70059 |
| OpenAlex | W7165560230 |
| Language | EN |
| References cited | 61 |
This study investigates how different forms of entrepreneurship education academic programmes, certification‐based training and the absence of formal entrepreneurship education shape entrepreneurial propensity and the mechanisms through which learners develop entrepreneurial capabilities and motivation. Drawing on Human‐Capital Theory and the Theory of Planned Behaviour, the study examines how educational design, personal traits and contextual influences jointly contribute to entrepreneurial development. Data were collected from 410 entrepreneurs using a stratified survey, and analyses included a one‐way analysis of variance (ANOVA) supplemented by ANCOVA controlling for age, gender and country income, comparing entrepreneurial propensity across educational pathways, followed by hierarchical regressions conducted separately for each group. Results show that entrepreneurs with formal entrepreneurship education, whether academic or certification‐based, report significantly higher entrepreneurial propensity than those without structured training, with no statistically significant difference between academic and certification routes. Self‐reported creativity was positively associated with entrepreneurial propensity in all three groups, although this association should be interpreted cautiously given the shared self‐report method and common Likert response format, whereas critical thinking was a significant predictor only within academic programmes. Gender, parental support and country context emerged as group‐specific influences, highlighting the developmental and sociocultural factors that shape entrepreneurial learning. The study contributes to entrepreneurship education research by clarifying how diverse learning modes foster entrepreneurial readiness and by emphasizing the pedagogical importance of experiential depth, creative problem‐solving and supportive learning environments in programme design
Certification · Context (archaeology) · Creativity · Entrepreneurship · Entrepreneurship education · Experiential learning · Multilevel model · Sociocultural evolution · Creativity in Education and Neuroscience · Entrepreneurship Studies and Influences · Higher Education and Employability
Entrepreneurship, Social Capital, and Institutions
Human capital and entrepreneurial success
Examining the formation of human capital in entrepreneurship
Why Do Entrepreneurial Parents Have Entrepreneurial Children?
Assessing the Work Environment for Creativity.
Assessing the impact of entrepreneurship education programmes
Burst Bubbles or Build Steam? Entrepreneurship Education, Entrepreneurial Self-Efficacy, and Entrepreneurial Intentions
The Role of Gender Stereotypes in Perceptions of Entrepreneurs and Intentions to Become an Entrepreneur
Human Capital and Entrepreneurship Research
Toward a Dynamic Learning Perspective of Entrepreneurship
The theory of planned behavior
Perceived Institutional Environment and Entrepreneurial Behavior
The impact of mentoring in higher education on student career development
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions
Assessing the effectiveness of entrepreneurship education in the universities of Tehran province based on an entrepreneurial intention model
| Citation velocity | historical |
|---|---|
| Highly cited | No |