Entrepreneurial Education: Developing a conceptual Model

Abstract:

This paper explores what constitutes “entrepreneurial education” with the help of different
processes. It suggests a conceptual framework for encapsulating the many goals of initiatives and
courses for entrepreneur education. It addresses the elements of "effective" entrepreneur
education and uses examples of "best practice" from the programs under investigation to
illustrate its points. The paper makes the case that in order to run successful entrepreneurial
education programs, policy makers and educators must have a thorough understanding of the
various and alternative goals and objectives of education interventions, as well as the various
forms those interventions can take and the necessity of "training the trainers." Entrepreneurial
self-efficacy (ESE) is being used as an explanatory variable in an increasing number of studies
on entrepreneurial motivation, intentions, and behavior. Even though there is general agreement
among academics regarding the necessity of integrating ESE in an intentionality model, there are
still discrepancies in the term's meaning, dimensionality, and methods of measurement. This
study takes an important step toward refinement and standardization of ESE measurement. A
conceptual model is developed in case of the entrepreneurship education program in which the
processes are include viz. Surveys, internship, workshops, campaigning, training those control
some of the argument. We can find out the results from this study such as it will increase
problem identification ability, confidentiality, thinking ability, and remove by route problems,
reduce hopelessness and inaccuracy of ideas, blurred vision and insufficiency in knowledge and
education. The trainer can train up the new comer by following the processes of the model and
ensure the given outcome.

Key words: Entrepreneurial behavior, entrepreneurial mindset, ways of servicing for expanding
entrepreneurial education, problem identification ability and confidentiality, By route problems

Introduction: People generally think that education can change the society. The overall
perception of general commodity is centralized on that thinking. But there is a huge impact on
changing of mind and that is mind set. Thinking ability and reaching capability to the content or
destination mentally is very important. These two things are also very much important in term of
becoming an entrepreneur. Our conceptual model is about influencing entrepreneurial education
with rising mental power. Entrepreneurship in higher education increasingly recognizes
entrepreneurial creativity as a major factor in improving university students' capacity for
innovation. But at first, it has to be ensured that the mental as well as financial ability of the
students. There are some factors and points of the study. In this paper, a conceptual model is
developed which actually notify and indicates the methods and processes to enhance the
education and made up a new comer in startup business. The paper evaluates current teaching
methods in entrepreneurship education and gives information on recent studies on
entrepreneurship that emphasize the fundamental importance of opportunity—discovering,
evaluating, and utilizing it. Given that it encourages students to widen their horizons as well as

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acquire the entrepreneurial skills and behavior necessary for their studies, the entrepreneurial-
directed method seems to be ideally adapted to the teaching environment. The study offers a
helpful source of information for scholars interested in the content and nature of
entrepreneurship education as well as for teachers looking to adopt a more entrepreneurial
approach. The method constitutes a challenge to teachers and students in terms of experiential
learning since it reduces the predictability and control of the teaching environment while raising
interest in both teaching and learning. The tutor may introduce the model in some way. The
particular tutor can arise a problem and the solving process should be collected through the
individual or group basis. Creates a pie or any statistical method to analyze responses from
students and determine the similarities among responses. The student should find out the actual
process or close one to get the solution. They should be focused on the implementation
individually and they will know about their behavior of the entrepreneurial purpose. The ways of
servicing gradually impacts on the core process. The methods actually depend on the factors
which are given. The education related to entrepreneurship should be a mandatory topic in every
educational institution. Therefore, the conceptual model is created to clear a concept that not
only the learner but also the influencing authority should be aware about the core concepts. The
core section may go through the concept of the model to realize the mental conditions as well as
observe behavior.

2. Literature review
2.1 Entrepreneurial Behavior and mindset:
Current research has reframed the role of educational institution for influencing and extracting of
the propaganda on entrepreneurial education and has define the main tasks of educational
institution for developing the program of expanding the entrepreneurial education. Most of the
institutions are focusing only on general education. The economical growth of any country
depends much upon newly developed industries with innovations of new ideas and running of
new generation projects. In order to understand how entrepreneurial education activity (EEA)
affects both entrepreneurial intention (EI) and entrepreneurial behavior (EB), as well as how
behavioral entrepreneurial mentality (BEM) mediates the relationship between EEA and EI, this
study explores how EEA effects both EI and EB. This adds to the body of information that is
being built concerning the behavioral sub dimension of the entrepreneurial mentality and how it
impacts EEA and EI. The relationship between EEA and EI is partially mediated by the
beneficial effects of EEA on EB and the favorable effects of EEA on BEM. This study adds to
the body of knowledge by emphasizing BEM as a measure of the impact of entrepreneurship
education (EE) on students' EB and therefore broadening our understanding of how EEA can
affect students' EB. By outlining how BEM mediates the change from EEA to EB through the
development of EI, it also helps us understand how students' EB is formed. This fills a study gap
by examining EM from the behavioral perspective in EE research and demonstrates BEM as an
efficient endogenous driver of students' EI (Jun Cui et al 2021). The student basically works
upon their intentions. The model is based on the intention. A very useful theoretical framework
for examining entrepreneurial behavior is still intention-based models. It has been stated that the
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most effective indicator of future behavior is still intention. Understanding what compels
individuals to become entrepreneurs remains an important question in entrepreneurship research
(Venkataraman et al. 2002) (Brazeal et al. 2017). Its indicated that “before there can be
entrepreneurship there must be the potential for entrepreneurs” (Sanja et al. 2016).
One of the biggest issues facing a developing nation today is unemployment. One of the major
issues that impedes the nation's economic growth and the welfare of its citizens is
unemployment. Nevertheless, the high unemployment rate and dissatisfaction of a present
employee are the key factors influencing the decision to pursue an entrepreneurial career. An
entrepreneurial mindset must be developed through an interactive process in order to pursue an
entrepreneurial profession. The study's goal is to synthesize the results of earlier studies on the
elements of an entrepreneurial mindset. In order to comprehend the notion of the entrepreneurial
mindset's origins, roots, and evolution, the current state of the literature on it has been
consolidated. Early on, educators seek to foster in their students an entrepreneurial mindset. As a
result, students gain entrepreneurial knowledge, expertise, and capacities to meet business
difficulties. To make it easier for people and organizations engaged in ongoing, interactive
entrepreneurial activity, this article provides a clear understanding of the notion of an
entrepreneurial mindset (Konan et al. 2019).

2.2 Ways of servicing for expanding entrepreneurial education:

The ways of servicing includes training program, workshops and campaigning, surveys,
entrepreneurial internship and stimulation of implementation program. Ways can be used
individually or as step-by-process to expand the entrepreneurial education and create the
entrepreneurial behavior. The topic of "entrepreneurship education" has received a lot of
attention in recent decades as a result of the previously unheard-of enthusiasm for techniques
connected to teaching entrepreneurship. Under the assumption that it is possible to educate
entrepreneurship and that such training is useful for developing both entrepreneurs and their
businesses, a number of entrepreneurship education programs have been devised and tested. The
degree of self-assurance that entrepreneurs have in their ability to carry out various duties is
known as their entrepreneurial self-efficacy. It significantly affects the ability, motivation, and
performance of entrepreneurs. In addition to examining the impact of the entrepreneurial
environment on college students' entrepreneurial self-efficacy, this study also examines the roles
of entrepreneurial competence and entrepreneurial education in the interplay between these two
factors (Lie et al. 2022). The effect of simulation-based instruction on the development of
entrepreneurial abilities in entrepreneurship education is currently an appealing issue. The study
carefully examines whether or not the simulation-based teaching methods employed in their
programs have an impact on their entrepreneurial skills. Students in this study will use
simulation-based learning strategies. We look at whether the problems they will overcome and
the experiences they will receive have any real effects on the entrepreneurial culture of their
company and their entrepreneurial abilities. Tools for enhancing the students' technical,
communicative, and cognitive abilities were integrated in simulation-based instruction. During
the study, these three skills were taught to students using simulation-based teaching methods,
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with the goal of enhancing their entrepreneurial abilities. The simulation encompasses how real-
world events are mimicked, guided to replicate certain characteristics of a real-life encounter,
and trigger a number of interactive behaviors (Keskitalo et al 2011). The foundation of
simulation-based instruction is the idea that education must encompass three essential
components: networks, mentalities, and frameworks. The framework comprises information and
reality pertaining to entrepreneurship, networks include environmental assistance, and mindset is
an element that is ignored in the conventional curriculum. This strategy assumes that the mindset
of entrepreneurs may be characterized as a collection of behavioral patterns that are useful tools
for enhancing and motivating students' behavioral patterns. As a result, using this method,
students examine their mentalities and contrast them with those of entrepreneurs. Entrepreneurial
abilities are developed as a result of education and information gathering. The more individuals
have entrepreneurial skills, the more they might be successful (Aidin et al. 2022).
2.3 Problem identification ability:
In the past several decades, there has been a significant increase in the number of
entrepreneurship education (EE) programs that promote opportunity identification (OI) as a
crucial entrepreneurial capacity. These EE programs, however, typically lack a solid theoretical
framework that may aid educators and researchers in choosing instructional strategies that are
consistent with their philosophical viewpoints. This study suggests a theory-driven framework
for encouraging OI by fusing the domains of entrepreneurship and education while taking into
account the ontological and epistemological presuppositions shared by both. The suggested
framework combines the most pertinent learning theories and instructional methodologies with
various philosophical viewpoints on entrepreneurial possibilities and strategies for opportunity
identification. According to this system, social constructivist learning theory is more suitable for
creating EE programs based on the opportunity creation perspective, and behaviorism and
cognitivism are the learning theories that are most consistent with the philosophical
presumptions of the opportunity discovery perspective. According to experts, opportunities arise
when product or factor marketplaces with the potential for economic riches have competitive
defects. According to the discovery approach, these competitive flaws are presumed to result
exogenously from advancements in technology, politics, society, or other aspects of the
environment that people could discover (Shane et al 2003). The focus on exogenous influences
shows that the discovery approach is grounded in the realist ontology, which holds that
opportunities exist as objective phenomena separate from people (Alvarez et al. 2007) (Chiles et
al. 2007).

2.4 Confidentiality:
According to recent research, understanding the detrimental consequences of entrepreneurial fear
of failure on the entrepreneurial process can help explain why many aspiring business owners
fail to convert their early intentions and start-up mindset into actual entrepreneurial activity
(Cong et al. 2017). Higher business survival rates, higher firm formation rates, or any
combination of the two can result from cognitive and non-cognitive talents, which in turn can

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result in a greater entrepreneurship rate This part will demonstrate two ways in which IQ and
self-assurance boost the rate of entrepreneurship. While intelligent individuals are less likely to
start their own businesses, they are more likely to remain in operation once they do. The latter
finding is more reliable. The prevalence of entrepreneurs among the most intelligent people rises
as a result of their seeming lower entry rate and higher average survival rate. However,
entrepreneurial entry rates and, to a lesser extent, survival rates, are positively correlated with
self-confidence (Asoni et al. 2011). People evaluate the resources they have to deal with the
demands of a stressor. According to research, a crucial element of effective coaching is the
activation of resources. Solution-focused coaching techniques, in particular, stress the
significance of "acknowledging, Coaching of Insolvent Entrepreneurs identifying and activating
a wide range of personal and contextual resources and personal strengths" during the coaching.
As a result, we hypothesize that coaching will assist impoverished entrepreneurs find more
resources and provide them the tools they need to deal with business loss. Resources are
prospective sources that could help people achieve their goals and get through obstacles; they
can be either internally or externally oriented. Insolvent entrepreneurs' job and personal
satisfaction, as well as their sense of self-acceptance, may rise with counselling. These are
crucial tools for managing insolvency. Increased self-esteem, less resignation tendencies, and
improved emotional stability should all result from coaching's normal emphasis on identifying
clients' strengths and boosting their self-confidence. It adds confidentiality (Carsten et al. 2021).
2.5 By route problems:
Education relating the entrepreneurship education must be focused on the route problems or
trained the students how to identify the route problems. Actually the by route problems are
determine only in the way of going through innovation . Entrepreneurs use a variety of tactics,
such as challenge mounting, broadening connections, cooperating with activist associations,
setting an example, leading by example, and scaling up change processes . These tactics require
the skilled use of a variety of the traits and abilities listed below, many of which may be
developed and learned. At every stage of their struggle, they encountered issues (Michael et al.
2000). The efficient use of resources is required to identify and solve all entrepreneurship-related
issues. Based on the state of social entrepreneurship today, some research develops a
collaborative filtering algorithm-based recommendation system for social entrepreneurship
education pathways and resource allocation. The recommendation system can categorize the
target audiences for social entrepreneurship education, offer suggestions for allocating
educational resources and choosing educational pathways based on the raw data, and then correct
the model's recommendation results based on the educational outcomes to ensure that the model's
recommendation accuracy rises over time (Zhongfeng et al. 2022 ). With the viewpoint of the
previous discussions of the previous studies about entrepreneurial education ,the conceptual
model is developed in this paper which is explaining below:

The model implies that there are some ways of servicing such as surveying, training,
campaigning, simulating , workshop and internship by which we can evaluate the practice of
entrepreneurial education and covering all the outcomes shown below of the discussion.
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 Ways of servicing Problem identification ability

Increase Confidentiality
Surveys
Training Thinking ability
Influencing the behavioral factors
Campaign
Simulating Removing zombifying mentality
Internship
Workshop By route problems

Decrease Hopelessness

Inaccuracy of ideas and process

Blurred Vision
Insufficiency in
knowledge and education

Figure: A conceptual model

3.1 Factors:
Behavior: Behavior is one of the significant factor to set up the intention to become an
entrepreneur. All other factors actually depends on behavior. Behavior encompasses a range of
aspects, from attitude and collaboration skills. Good behavior is essential for success in the
business world, as it encourages innovation, encourages risk-taking, and leads to better decision
making. Poor behavior on the other hand, can lead to negative outcomes, such as reduced team
morale, decreased productivity, and decreased customer satisfaction. Behavioral training is an
important part of any entrepreneurial education program. It should focus on teaching students the
principles of positive behavior, such as empathy, respect, and self-awareness. Through activities
like role-playing and simulation, students can learn to identify and handle difficult situations in a
constructive manner. Moreover, behavioral training should also seek to foster curiosity and

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creativity, as these are essential attributes of successful entrepreneurs. Through activities such
brainstorming and problem solving, students can learn to think outside the box and come up with
creative solutions to business challenges. In order to become an entrepreneur, one must take
initiative in spotting opportunities, formulating a plan to seize the chance, carrying out the plan,
and continually reviewing and tweaking the plan. What thereby propels some people—but not
other people—in order movement and preserves them? We think a person's growing sense of self
as an entrepreneur is a significant motivator that can help explain why some people choose to
engage in and continue to do so while others do not. In our research, we investigate how a
person's desire to start their own business affects their participation in early-stage or gestational
entrepreneurial activity. Ambitions are desires, objectives, or goals. They speak of a desired
object that is absent at the moment. Our actions are heavily influenced by how we want to see
ourselves and who we want to be. From a variety of points of view, including position identities,
communal identity, self-management, self-discrepancy, and regulatory focus, needed or
aspirational self-images have been implicated as potent precursors of individual engagement,
action, and persistence. These behavioral components all regulate entrepreneurial intention.
Clarification of supportiveness: Supportiveness implies the mental as well as financial
supportiveness. Its very much important to be supportive to the students who are focusing on
entrepreneurship or showing entrepreneurial behavior. A key factor of influencing the behavior
is to support in any condition faced by in any problem and give a little bit guideline to solve the
problem. If a student get the support at the actual time when it is needed than its beneficial for
the new startup of the student. supportiveness in entrepreneurship education varies depending on
the individual institution and program. Some common staples of supportive education for
entrepreneurs include opportunities to network and collaborate with others in the startup
community, support from faculty and staff, and opportunities to learn from and mentor other
entrepreneurs. Additionally, programs may offer resources such as business incubation or
mentorship programs, conference discounted rates, and scholarships specifically for
entrepreneurship students. As a behavioral action, entrepreneurial assistance can help aspiring
and established business owners get over obstacles and support their efforts to launch and expand
their companies. When you utilize the definition of entrepreneurial aid, what you really mean is
providing an entrepreneur with access to a beneficial resource. In this study, "entrepreneurial
support" is defined as the supply of knowledge, funding, educational opportunities,
infrastructure, counselling, and mentoring services that help entrepreneurs launch, expand, and
run their enterprises successfully. By favorably influencing individuals' intentions and attitudes
towards an entrepreneurial career and boosting their self-confidence in their capacity to launch a
business, entrepreneurial support can play a critical role in the development of entrepreneurship.
By raising social awareness of entrepreneurship and highlighting its significance in society,
initiatives targeted at expanding understanding of entrepreneurial assistance can help improve
subjective standards. According to earlier studies, entrepreneurship support can promote self-
employment, boost the number of new businesses launched, and aid in the expansion of small
businesses. Therefore, the theory of planned behavior can be a useful tool for assessing the
success of interventions for entrepreneurship support in fostering the development of
entrepreneurial intentions and behavior (Malebana et al. 2017).

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Financial Condition: The financial condition of individuals can have a significant impact on
their ability to access and benefit from entrepreneurial education. Those who come from
financially privileged backgrounds may have more resources and opportunities to pursue
entrepreneurial education, such as attending prestigious universities or participating on business
incubators. On the other hand, individuals from lower income backgrounds may struggle to
afford the costs associated with entrepreneurial education, such as tuition fees or mentorship
programs. These can create a barrier to entry and limit their ability to develop the skills and
knowledge needed to succeed as entrepreneurs. Therefore, it is important for educational
institutions and policy makers to address these disparities and provide equal opportunities for all
individuals to access entrepreneurial education.
Mind set: Mind set have a significant impact on entrepreneurial education. Having an
entrepreneurial mindset is crucial for individuals who want to succeed as entrepreneurs. This
includes having a strong sense on initiative, creativity, risk-taking, resilience, and adaptability.
Entrepreneurial education can help individuals develop these skills, but it also requires a mindset
that is open to learning and growth. Individuals who are resistant to change or are risk-averse
may struggle to fully benefit from entrepreneurial education. Therefore, it is important for
individuals to cultivate a growth mindset and embrace the challenges and opportunities that
come with entrepreneurial education. Educational institutions can also play a role in promoting
an entrepreneurial mindset by incorporating experiential learning. The terms of learning are
expressing by a conceptual model. The mentorship and networking opportunities also included
into their programs. Numerous facets of the entrepreneurial mindset have been studied by
academics, which has shed light on its characteristics and methods. Yet the various points of
view have produced a wide range of meanings. Given the variety of different meanings, it is
necessary to comprehend the idea of an entrepreneurial mindset more fully. In light of this, it is
still unclear what the entrepreneurial mindset is and how to cultivate it. Our review of the
literature reveals that three distinct aspects of entrepreneurship have emerged over time: the
entrepreneurial cognitive aspect, which describes how entrepreneurs use mental models to think;
the entrepreneurial behavioral aspect, which describes how entrepreneurs engage with or act
upon opportunities; and the entrepreneurial emotional aspects, which describe how entrepreneurs
feel about their work. These serve as the foundation for our work as we dissect the
entrepreneurial mindset by looking more closely at the views and talking about the difficulties
with applying it (Kuratko et al. 2023).
v) Problems: Problems can have both positive and negative impacts on entrepreneurial
education. On the one hand, problems can provide valuable learning opportunities for individuals
to develop problem-solving skills, creativity, and innovation. For example, identifying a problem
in the market can inspire an individual to develop a new product or service address that problem.
On the other hand, problems can also create barriers to entry and limit the ability of individuals
to access entrepreneurial education. Financial problems, lack of resources or support, and
personal challenges can all make it difficult for individuals to access entrepreneurial education.
Additionally, problems in the business environment, such as economic downturns or increased
competition, can make it more challenging for entrepreneurs to succeed. Therefore, it is
important for educational institutions and policymakers to address these challenges and provide

8
support and resources to help individuals overcome problems and succeed as entrepreneurs. This
includes funding opportunities, mentorship programs, and networking opportunities.
3.2 Ways of servicing:
1. Surveys: There are several reasons why surveys can be useful in entrepreneurial education:
i. Understanding Students’ Needs: Surveys are an effective tool for understanding
entrepreneurial students’ needs. By asking them about their interests and goals, instructors can
tailor curricula to better meet their needs.
ii. Measuring Learning Outcomes: Surveys can be used to measure the effectiveness of
entrepreneurial education programs. These surveys can be used to determine whether students
are learning the skills and knowledge that are needed to be successful entrepreneurs.
iii. Collecting Feedback: Surveys are a great way to collect feedback from students about the
effectiveness of the instructional methods used in entrepreneurship education programs. This
feedback can be used to improve future entrepreneurial education programs.
iv. Identifying Skill Gaps: Surveys can help identify any skill gaps that students may have. By
identifying these gaps, instructors can design programs that focus on developing the skills and
knowledge that students need to be successful entrepreneurs. Overall, surveys can provide
valuable insights that can help improve the effectiveness of entrepreneurial education programs
and better prepare students for success in their entrepreneurial endeavors. The survey
investigated how universities selected the courses that made up an entrepreneurship program and
how they selected the standards that determine a program's caliber. Courses offered, faculty
publications, community impact, alumni accomplishments, inventions, alumni start-ups, and
outreach to scholars were the top seven ranking factors given for entrepreneurship programs. The
investigation exposed a number of problems with academic evaluations of other entrepreneurship
programs. The standards by which evaluators ranked entrepreneurship programs were not made
clear. The particular weights that the evaluators assigned to each criterion used to assess a
program were not disclosed. At last, evaluators were not prompted to comment on how well
versed they were in other programs.
2. Training: In addition to imparting business knowledge, entrepreneurial education fosters and
cultivates an entrepreneurial mindset. Here are some reasons why training is important in
entrepreneurial education:
i) Encourages Innovation: Entrepreneurial education training encourages creativity, innovation,
and problem-solving skills. These skills help students to develop unique ideas and strategies that
can lead to success in the business world.
ii) Provides Knowledge: Entrepreneurial education training provides students with a thorough
understanding of the foundations, concepts, and strategies of entrepreneurship. This knowledge
can help students identify opportunities, understand competition and develop their own products
and services.

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iii) Develops Skills: Entrepreneurial education training develops skills that are crucial for success
in entrepreneurship, such as effective communication, strategic planning, leadership, and
networking.
iv) Fosters Resilience: Entrepreneurship is a challenging journey and entrepreneurs face several
obstacles during this journey. Entrepreneurial education training prepares students to handle
challenges, failures and to bounce back from setbacks.
v) Enhances Confidence: Entrepreneurial education training enhances students’ self-confidence
and motivates them to take risks and pursue their dreams. Overall, training is essential in
entrepreneurial education to equip students with the knowledge, skills and mindset needed to
succeed in the entrepreneurial world. Higher education institutions should implement
entrepreneurship-training programs to equip students with the knowledge and tools they need to
start their own business after graduation. This aspect of the service is what motivates students to
engage in entrepreneurial activities. Responses were gathered using a self-administered,
structured questionnaire that examines three cultural determinants: entrepreneurial training and
intention. These predictors include perceived appropriateness, perceived consistency, and
perceived effectiveness. The complete training procedure is geared towards influencing
entrepreneurial behavior and the intellectual growth of university students. Training process and
the internship process are related.
3. Campaign: Live campaigns are a powerful tool for entrepreneurial education as they provide
students with real-world experience and practical skills. Here are some needs for live campaigns
in entrepreneurial education:
i) Hands-On Learning: Live campaigns provide students with hands-on learning experience that
helps them to apply theoretical knowledge into real-world situations.
ii) Collaboration & Teamwork: Live campaigns offer an opportunity for students to learn how to
work collaboratively as teams, and develop skills such as leadership, communication, negotiation
and delegation.
iii) Networking: Live campaigns provide students with the opportunity to network with their
peers, mentors, experts and other entrepreneurs. Networking helps to build relationships, which
are essential for success in any entrepreneurial venture.
iv) Creativity and Innovation: Live campaigns push students to think creatively and come up
with innovative solutions to problems. This process teaches students to be adaptable and flexible
in their approach to finding solutions. v) Entrepreneurial Mindset: Live campaigns teach the
students to think and act like an entrepreneur. They learn to identify opportunities, take
calculated risks, learn from failures, and thrive in a constantly changing and uncertain
environment. Overall, live campaigns provide students with a realistic, practical and innovative
experience that helps them to develop entrepreneurial skills and mindset needed to succeed in the
future.
Entrepreneurial opportunities and abilities mainly drive entrepreneurial behavior. The main focus
of the campaign programs in universities is to relate the students ability with the opportunities.
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The attitude a person has towards engaging in entrepreneurial behavior affects their intentions
for starting a business and their decision to do so. Campaigns are created based on experience,
which takes into account the results of various incentive programs, tests of students' problem-
solving skills, the addition of "tests" to advance learners to levels of suitable difficulty, and the
advantages and disadvantages of campaigns as a way to gather experimental data about
entrepreneurial behavior as well as intentions. Simulating process also relates with campaigning
process.
4. Internship: Internship is an integral part of entrepreneurial education as it provides students
with practical, real-world experience and exposure to the business world. Here are some reasons
why internships are important in entrepreneurial education:
i) Hands-On Experience: Internships offer students hands-on experience to work with
experienced entrepreneurs and learn the ins and outs of the business field. Students can gain
practical experience, which can help them understand the day-to-day activities of running a
business.
ii) Networking Opportunities: Internships also provide students with networking opportunities
to interact with entrepreneurs, mentors, experts and other professionals. Networking can help
them build relationships and connections, which can be beneficial for their future careers.
iii) Skill Development: Internships provide students with opportunities to develop crucial skills
such as project management, communication, problem solving, leadership and teamwork.
iv) Exposure to Different Industries: Internships allow students to gain exposure to different
industries and business models, which can help them identify the areas of interest and the
potential career paths they may want to pursue.
v) Career Development: Successful internships can lead to job offers or valuable
recommendations from their supervisors, which can help students gain access to career
opportunities and advance their career goals. Overall, internships are a valuable tool in
entrepreneurial education that can help students gain practical experience, develop essential
skills, and build relationships that can lead to future career development. In addition to the above
points, internships can also:
vi) Provide Feedback: Internships provide an opportunity for students to receive feedback from
their supervisors and mentors about their strengths and areas for improvement. This feedback can
help students to better understand their skills and capabilities and identify areas where they can
further develop their skills.
vii) Foster Entrepreneurial Mindset: Internships foster an entrepreneurial mindset by introducing
students to the entrepreneurial ecosystem. This can provide an opportunity to learn skills such as
creativity, innovation, risk-taking, and adaptability, which are essential for success in
entrepreneurship. viii) Boost Confidence: Internships can boost students' confidence by offering
real-world work experience, which can help them gain confidence in their skills and future career
aspirations.

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 ix) Bridge the Skill Gap: Internships provide an opportunity for students to get practical
exposure to the skills they learn in their academic programs. This can help bridge the gap
between academic learning and practical application.
x) Enhance Resume: Successful completion of internships can add value to students' resumes and
make them more attractive to potential employers. It can also demonstrate their initiative,
commitment, and willingness to learn, which attributes that employers look for are. In
conclusion, internships are an essential component of the entrepreneurial education program.
They offer valuable opportunities for students to gain practical exposure, develop essential skills,
foster an entrepreneurial mindset, boost confidence, bridge the skill gap, and enhance their
resume.
5. Simulation and Workshop: Workshops and simulations are an essential part of
entrepreneurial education as they offer students practical, hands-on experience and exposure to
the skills and mindset required to be successful entrepreneurs. Here are some needs of
workshops and simulations in entrepreneurial education:
i) Active Learning: Workshops and simulations provide students with an opportunity for active
learning, where they can learn by doing. This approach promotes participation, engagement, and
experiential learning.
ii) Skill Development: Workshops and simulations help students develop essential skills such as
problem-solving, critical thinking, communication, marketing, financial management,
negotiation, and leadership. iii) Teamwork and Collaboration: Workshops and simulations
encourage teamwork and collaboration, allowing students to work together to solve problems,
make decisions, and develop solutions.
iv) Entrepreneurial Mindset: Workshops and simulations in entrepreneurial education foster an
entrepreneurial mindset that encourages creative thinking, innovation, risk-taking, and
adaptability.
v) Real-World Experience: Workshops and simulations provide students with a practical, hands-
on experience that simulates real-world challenges and opportunities. This experience prepares
them to launch and manage a successful business venture.
vi) Feedback and Evaluation: Workshops and simulations provide an opportunity for students to
receive feedback and evaluation on their performance to identify opportunities for improvement
and further development.
vii) Cost-Effective: Workshops and simulations are cost-effective, allowing for practical, hands-
on learning experiences without the high cost of launching a real business venture. viii)
Customizable: Workshops and simulations can be customized to meet the specific needs of the
students and their learning objectives. In conclusion, workshops and simulations are essential
elements of entrepreneurial education. They offer active learning, skill development, and
collaboration, foster an entrepreneurial mindset, provide real-world experience, feedback,
evaluation, and cost effectiveness.

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Outcomes of the Model:
1. Increase of problem identification ability: The students who pass through this process can
increase their problem identification ability. By expanding the idea about how the nature of the
problems are , how to give importance to different problems by determining the current situation
and how to find out the way to observe the current situation , the processes may help the students
to find out the actual problem.
2. Increase confidentiality: More accurate the determination of the situation and available data,
the more one can be confident about anything. Bypassing through these processes, the learners
may accumulate the power to handle any critical situation and increase their belief to themselves.
3. Increase thinking ability: By survey, the recognition of the behavioral characteristics and the
capacity of the thinking may ensure. More training as well as campaigning will increase the
thinking ability of the learners. It may includes, what to think, how to think and how much to
think. The processes enforce the mental ability of the students under entrepreneurial education.
By increasing mental ability, the processes of the model should increase the thinking ability.
4. Influencing the behavioral factor: By proper training and arranging workshops, teachers can
influence the behavioral factors of a student. Training process will give the guide lines to the
students of how to move forward. Through this process, a student can visualize the situation and
select the best way to start from different alternatives.
5. Removing zombifying mentality: Newly interested student who want to be an entrepreneur
may zombiefyinhg themselves without proper guide line and sufficient supports. If he pass
through the processes, he can understand himself such as his own strength as well as weakness.
And therefore the zombiefying mentality may remove.
6. Decreasing by route problem: By route problems such as selecting a service or product,
developing a sales strategy, establishing starting funds, maintaining a budget, sustaining revenue,
etc. can be reduce through the process.
7. Decreasing hopelessness: Reducing blur vision and external support rise the confidence level
as well as reduce hopelessness.
8. Reduction in inaccuracy of ideas and processes: Accurate results come from accurate inputs.
The learners may aware about the clear ideas and the initial steps of the startups through proper
training, attending entrepreneurship campaign and workshops and to learn from successful
entrepreneurs experiences through teachers as well as entrepreneurs themselves.
9. Reduction of blurred vision: Vision can be visualize properly only by clear mission. And a
clear mission can be made by clear image of the goal which can be accomplished by proper
training, attending workshops and campaigning.
10. Decrease in insufficiency of knowledge and education: By surveying the group of new comer
at entrepreneurship education, the trainer can concern about the level of the knowledge as well as
the condition based on academic and nonacademic education. Totally uneducated without any

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knowledge about business might has some dream to be a self-independent. The processes of the
model will help to achieve the entire ambition if the person is ambitious.

Conclusion: The upper discussions generally show the theoretical background of the model. The
concepts as well as the procedures to apply the model. It discusses the factors affecting
entrepreneur education. It also explains the core concepts and the elaboration of the outcomes of
the model. The future research will be based on the quantitative discussion and how to apply the
model quantitatively to gain results. The hypothetical analysis of the core steps and processes of
the model will be discussed on the future research. The designing of the research will focus on
the Asian continent. The concepts related to the processes will be operationalize. The paper will
be written further based on the findings of the data (data collection and sampling from selected
site). Though the reporting and attaining the outcomes depends on physical activities like
training, arranging workshop, internship programs under renowned entrepreneurial associations,
arrangements of campaigning and further processes. After doing all this activities , the paper also
show a report on the students taken as a part of the processes of the model that the mental
conditions of the students if they want to become an entrepreneur or not as well as the
determination level of the students.

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