Date

11-11-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Arrin Brummett

Keywords

entrepreneurship education, entrepreneurship self-efficacy, student venture creation, entrepreneurial university, entrepreneurial ecosystem

Disciplines

Educational Leadership

Abstract

This purpose of this quantitative casual comparative study was to determine if there is a difference between perceived feasibility, perceived desirability, and intentions to create a new business among university students experiencing different entrepreneurship education frameworks: about. for, and through. This is important because of the rapid growth of entrepreneurship education, and the current understanding of what and how to teach entrepreneurship remains a research domain that requires coherence in instructional approaches, content, and accurate reporting of student outcomes. This study responds to the calls for research that clarify how these different frameworks influence student outcomes. Data was collected using the Entrepreneurial Event Questionnaire (EEQ) administered through Qualtrics from entrepreneurial college students in a northern state (N=225). A One-way MANOVA demonstrated a statistically significant, Wilks' Lambda, F(4, 444) = 5.373, p = <.001; Wilks' Λ = .909; partial η2 = .046. The researcher rejected the null hypothesis of no significant differences among perceived feasibility, perceived desirability, and entrepreneurial intentions. The data analysis showed that perceived feasibility differed significantly across frameworks, while perceived desirability and intention scores did not. The results indicate that the educational framework may influence student confidence in their capabilities, while motivational desire and intent to start a new venture do not. It is suggested that future research explore alternative instruments, expanded geographical approaches, and mixed-method design capturing nonlinear approaches to entrepreneurship education.

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