Nestene Botha
Abstract
In the face of rapid technological advancements and complex societal challenges, there is an increasing demand for educational systems to evolve by integrating Entrepreneurial Minded Learning (EML) into a variety of non-entrepreneurial disciplines. This study seeks to uncover the key motivational drivers prompting higher education institutions to embed entrepreneurial principles into diverse subjects, thereby equipping students with essential skills for the 21st-century workforce, such as innovative thinking and adaptability.
Using a systematic literature review methodology, this research scrutinizes existing studies on the incorporation of EML in non-entrepreneurial subjects. The review process involved the identification of pertinent literature, the application of rigorous inclusion and exclusion criteria, and the execution of a thematic analysis on the selected studies.
The analysis reveals seven primary motivations for the adoption of entrepreneurial-minded learning (EML), including the enhancement of student employability and learning, adaptation to educational trends, cultivation of an entrepreneurial mindset, entrepreneurial competencies and entrepreneurial intention, overcoming existing challenges, demonstrating impact, fostering collaboration, and securing resources. By synthesizing findings from a wide range of studies, this research provides a comprehensive understanding of the factors driving the integration of EML. The insights gained are trends, cultivation of an entrepreneurial mindset, entrepreneurial competencies and entrepreneurial intention, overcoming existing challenges, demonstrating impact, fostering collaboration, and securing resources. By synthesizing findings from a wide range of studies, this research provides a comprehensive understanding of the factors driving the integration of EML. The insights gained are intended to guide educators and policymakers in the development of effective strategies to incorporate entrepreneurial minded learning in various non-entrepreneurial subjects, ultimately fostering a more dynamic and relevant curricula.
Using a systematic literature review methodology, this research scrutinizes existing studies on the incorporation of EML in non-entrepreneurial subjects. The review process involved the identification of pertinent literature, the application of rigorous inclusion and exclusion criteria, and the execution of a thematic analysis on the selected studies.
The analysis reveals seven primary motivations for the adoption of entrepreneurial-minded learning (EML), including the enhancement of student employability and learning, adaptation to educational trends, cultivation of an entrepreneurial mindset, entrepreneurial competencies and entrepreneurial intention, overcoming existing challenges, demonstrating impact, fostering collaboration, and securing resources. By synthesizing findings from a wide range of studies, this research provides a comprehensive understanding of the factors driving the integration of EML. The insights gained are trends, cultivation of an entrepreneurial mindset, entrepreneurial competencies and entrepreneurial intention, overcoming existing challenges, demonstrating impact, fostering collaboration, and securing resources. By synthesizing findings from a wide range of studies, this research provides a comprehensive understanding of the factors driving the integration of EML. The insights gained are intended to guide educators and policymakers in the development of effective strategies to incorporate entrepreneurial minded learning in various non-entrepreneurial subjects, ultimately fostering a more dynamic and relevant curricula.