Measuring the Effectiveness of Entrepreneurship Education: A Meta-Analytic Examination of Its Influence on Entrepreneurial Interest

Elviza Yeni Putri; Tyas Asih Surya Mentari; Feriantano Sundang Pranata

Measuring the Effectiveness of Entrepreneurship Education: A Meta-Analytic Examination of Its Influence on Entrepreneurial Interest

Authors

Elviza Yeni Putri Universitas Negeri Padang
Tyas Asih Surya Mentari Universitas Negeri Padang
Feriantano Sundang Pranata Universitas Negeri Padang

Keywords:

Entrepreneurship Education, Entrepreneurial Intention, Meta-Analysis, Higher Education, Effect Size

Abstract

This study conducts a comprehensive meta-analysis to examine the overall effect of entrepreneurship education on students’ entrepreneurial intention in higher education contexts. Amid growing emphasis on fostering entrepreneurial mindsets among university students, existing empirical findings have yielded mixed and inconsistent results, necessitating a systematic synthesis. A total of 26 primary studies published between 2012 and 2024 were analyzed, comprising diverse cultural and educational settings. The meta-analytic estimation revealed a statistically significant and strong average effect size of 0.674 (p = 0.026; 95% CI = 0.082–1.265), indicating that entrepreneurship education positively and meaningfully influences students’ intention to engage in entrepreneurial activities. A test of heterogeneity (p < 0.001) confirmed substantial variation across studies, suggesting that contextual factors such as teaching approaches, entrepreneurial ecosystems, and student profiles moderate the impact of entrepreneurship education. Given this heterogeneity, a random-effects model was employed to ensure more accurate estimation. The findings imply that institutions should design context-sensitive and experiential entrepreneurship curricula, support entrepreneurial learning environments (e.g., student incubators), and involve practitioners as mentors to enhance learning outcomes. Theoretically, the study is grounded in Ajzen’s Theory of Planned Behavior and supported by social learning and entrepreneurial intention theories. Practically, the results provide evidence-based justification for expanding entrepreneurship education initiatives. This research also identifies gaps in current literature and proposes directions for future studies, particularly regarding the long-term effects and qualitative aspects of entrepreneurship education. Overall, the study reinforces the strategic value of entrepreneurship education as a catalyst for cultivating entrepreneurial intention in higher education.

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Measuring the Effectiveness of Entrepreneurship Education: A Meta-Analytic Examination of Its Influence on Entrepreneurial Interest