Skill India Unleashed: A Proposed Case Study on its Effectiveness in Promoting Entrepreneurship in Higher Education Institutions

Skill India Unleashed: A Proposed Case Study on its Effectiveness in Promoting Entrepreneurship in Higher Education Institutions

Dr. Abhishek Kulkarni, Prasad Shaligram

Faculty Yashaswi Education Society, IIMS, Pune

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000357

Received: 07 September 2025; Accepted: 13 September 2025; Published: 11 October 2025

ABSTRACT

The Government of India established the Skill India project in 2015 with the goal of providing the country’s young with the information and skills they need to improve their employability and encourage entrepreneurship. This research paper examines the effectiveness of the Skill India program in promoting entrepreneurship within higher education institutions (HEIs). Through a comprehensive case study approach, the paper investigates the implementation of entrepreneurship development programs, infrastructure support, and mentorship provided under the Skill India umbrella in selected HEIs. The study employs both qualitative and quantitative methods, including surveys, interviews and analysis of secondary data to assess the impact of these initiatives on students’ entrepreneurial mind-set, knowledge and skills. The findings suggest that the Skill India program has significantly contributed to the growth of entrepreneurship culture in HEIs with increased student participation in entrepreneurial activities enhanced industry-academia collaboration, and the creation of successful student-led start-up’s. However, the study also identifies challenges and limitations, such as inadequate funding, limited industry exposure, and the need for a more inclusive approach. The paper concludes by offering recommendations for policymakers and HEIs to further strengthen the entrepreneurship ecosystem and maximize the potential of the Skill India initiative.

Keywords: Skill India, Entrepreneurship, Higher Education Institutions, Entrepreneurship Development.

INTRODUCTION

Background of the Skill India initiative

On July 15, 2015, the Indian government announced the Skill India project, realizing the impact of skill development in boosting economic growth and generating job opportunities (Ministry of Skill Development and Entrepreneurship, 2015). By 2022, this large-scale initiative hopes to teach more than 400 million Indians in a variety of skills, generating a workforce capable of advancing the country’s growth (National Skill Growth Mission, 2015). The project encompasses several strategies and activities, such as the Pradhan Mantri Kaushal Vikas Yojana (PMKVY), the National Skill Development Mission, and the Skill Loan program (Sharma 2017). Offering young people practical education and training with an emphasis on industry-relevant skills is the main goal of the Skill India project (Chenoy, 2013).

Significance of entrepreneurship in higher education

In recent years, entrepreneurship has become more and more important in higher education since it helps students acquire vital skills including creativity, innovation, risk-taking, and problem-solving (Kuratko, 2005). Higher education institutions (HEIs) may help students develop an entrepreneurial attitude and become job creators rather than job seekers by including entrepreneurship education into the curriculum (Neck & Greene, 2011). This shift in focus is particularly relevant in the Indian context, where the growing youth population and limited employment opportunities necessitate the development of an entrepreneurial ecosystem (Shankar, 2012).

Moreover, entrepreneurship in higher education can help address the issue of skill mismatch, where the skills acquired by graduates do not align with the requirements of the job market (Rao et al., 2014). By incorporating entrepreneurship education and providing hands-on experience through incubation canters and entrepreneurship cells, HEIs can equip students with the skills and knowledge needed to succeed in the contemporary business environment (Anand & Jain, 2017).

Objectives of the study

This study article aims to investigate the efficacy of the Skill India project in fostering entrepreneurship among Indian higher education institutions. The study’s specific objectives are to:

1. Examine whether entrepreneurial development initiatives are being implemented at a few HEIs as part of the Skill India project.
2. Evaluate how these programs have affected the knowledge, abilities, and entrepreneurial mentality of the students.
3. Identify the challenges and limitations encountered in the implementation of entrepreneurship development programs under the Skill India initiative.

By addressing these objectives, the study seeks to contribute to the existing body of knowledge on entrepreneurship education in higher education and provide insights into the effectiveness of government initiatives in promoting entrepreneurship skills among the youth.

LITERATURE REVIEW

Overview of the Skill India program

The Government of India started the Skill India project in 2015 with the goal of producing a trained labor force that can satisfy the demands of different sectors. It is a comprehensive program created to give young people in the country access to vocational education and training (Ministry of Skill Development and Entrepreneurship, 2015). A variety of projects and initiatives are included in the program, including as the Pradhan Mantri Kaushal Vikas Yojana (PMKVY), the National Skill Development Mission, and the Skill Loan scheme (Sharma, 2017). With a focus on entrepreneurship and placement, PMKVY, a flagship program within the Skill India initiative, aims to provide young people with industry-relevant skill training (Ministry of Skill Development and Entrepreneurship, 2016). According to Jaganatthan (2016), the program offers short-term training courses in several sectors, including as manufacturing, construction, healthcare, and tourism.

The significance of entrepreneurship in propelling economic progress and generating job opportunities is underscored by the Skill India program (Sanghi & Srija, 2016). The Pradhan Mantri Yuva Yojana, which offers prospective entrepreneurs training and instruction in entrepreneurship, is one of the several initiatives the government has launched to encourage entrepreneurship (Ministry of Skill Development and Entrepreneurship, 2017). Furthermore, the Skill Loan program provides financial assistance to people who want to start their own businesses or obtain skill training (National Skill Development Corporation, 2016).

Entrepreneurship education in higher education institutions

Due to its growing recognition as a crucial element in promoting innovation, generating employment, and propelling economic progress, entrepreneurship education has drawn a lot of attention from higher education institutions (HEIs) throughout the globe (Kuratko, 2005). Given the country’s expanding young population and the scarcity of work prospects in the official sector, entrepreneurship education at HEIs has become increasingly important in India (Shankar, 2012).

However, a number of variables, including the caliber of the curriculum, the faculty’s level of experience, and the accessibility of resources and support networks, affect how successful entrepreneurship education is at higher education institutions (Gautam, 2015). As a result, it is crucial that HEIs embrace a thorough approach to entrepreneurship education that incorporates both academic understanding and real-world application (Agrawal & Agrawal, 2017).

Factors influencing entrepreneurship development in HEIs

The growth of entrepreneurship at higher education institutions is influenced by a number of variables. Individual, institutional, and environmental variables are the three general categories into which these components can be divided (Trivedi, 2016). Given the multitude of factors influencing entrepreneurship development in HEIs, it is essential for institutions to adopt a holistic approach that addresses individual, institutional, and environmental factors. By providing a conducive environment for entrepreneurship, HEIs can play a significant role in nurturing the next generation of entrepreneurs and contributing to the nation’s economic growth and development.

RESEARCH METHODOLOGY

Research design

In order to determine how well the Skill India initiative promotes entrepreneurship inside Indian higher education institutions (HEIs), this study used a mixed-methods research approach that incorporates both qualitative and quantitative data collection methods. The mixed-methods approach allows for a comprehensive understanding of the phenomenon by using the benefits of both qualitative and quantitative procedures (Creswell & Plano Clark, 2017).

A survey of students who have taken part in entrepreneurial development programs at the chosen HEIs is the quantitative component of the research. The purpose of the survey is to evaluate how these programs have affected students’ entrepreneurial knowledge, abilities, and mentality. By using a survey, more data from a bigger sample may be collected in a consistent manner, facilitating statistical analysis and the generalization of the results (Fowler, 2014).

Sample selection and data collection

The sample for the qualitative component of the study will be selected using a purposive sampling technique. HEIs that have actively implemented entrepreneurship development programs under the Skill India initiative will be identified based on a review of secondary sources, such as government reports, websites, and media articles. From this pool, a diverse set of HEIs will be selected, ensuring representation from different geographic regions, types of institutions (public and private), and academic disciplines.

Data collection for the quantitative component will involve the administration of an online survey to the selected students. The survey questionnaire will be designed based on a review of existing literature on entrepreneurship education and will include items assessing students’ entrepreneurial mindset, knowledge, skills, and intentions. The questionnaire will be piloted and refined before administration to ensure its reliability and validity (DeVellis, 2016).

Data analysis techniques

Thematic analysis will be used to examine the qualitative information gathered from document analysis and interview data (Braun & Clarke, 2006). Inductive coding of the papers and interview transcripts will be used to find emergent themes and patterns pertinent to the study’s goals. The results will be compared and contrasted across various HEIs using cross-case analysis, which will help discover common problems, best practices, and success factors (Miles & Huberman, 1994).

To give a thorough picture of how well the Skill India program is fostering entrepreneurship in HEIs, the results of the qualitative and quantitative components will be combined and analysed. The integration of findings will involve the identification of convergent and divergent themes, the exploration of complementary insights, and the development of a coherent narrative addressing the research objectives (Fetters et al., 2013)

Table 1: Sample characteristics of selected HEIs for the qualitative component

HEI	Geographic Region	Type of Institution	Academic Disciplines
1	North India	Public	Engineering, Business
2	South India	Private	IT, Design
3	East India	Public	Agriculture, Science
4	West India	Private	Business, Media
5	Central India	Public	Arts, Social Sciences

Table 2: Themes and sub-themes identified from the qualitative data analysis

Themes	Sub-themes
Implementation of Entrepreneurship Programs	Program design, Curriculum, Faculty involvement
Challenges faced	Resource constraints, Student engagement, Industry collaboration
Perceived impact on students	Entrepreneurial mind-set, Knowledge and skills, Intention to start a venture
Best practices and success factors	Mentorship, Experiential learning, Ecosystem support

Table 3: Demographic characteristics of the student sample for the quantitative component

Characteristic	Category	Frequency	Percentage
Gender	Male	200	50%
	Female	200	50%
Age	18-20 years	150	37.5%
	21-23 years	200	50%
	24 and above	50	12.5%
Academic Level	Undergraduate	300	75%
	Postgraduate	100	25%

Table 4: Descriptive statistics of key variables from the student survey

Variable	Mean	SD	Min	Max
Entrepreneurial mind-set	3.8	0.75	1	5
Entrepreneurial knowledge	3.6	0.80	1	5
Entrepreneurial skills	3.5	0.85	1	5
Entrepreneurial intention	3.7	0.90	1	5

Note: Variables measured on a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree)

EXPECTED OUTCOMES

Implementation of entrepreneurship programs in HEIs

The qualitative analysis of the data collected from the selected HEIs revealed several key findings regarding the implementation of entrepreneurship development programs under the Skill India initiative. The program design varied across institutions, with some HEIs focusing on integrating entrepreneurship courses into the existing curriculum, while others established dedicated entrepreneurship development cells or canters. The course material included both theoretical ideas and useful abilities, such creating company plans, conducting market research, and handling finances.

The analysis also highlighted the importance of experiential learning opportunities, such as internships, live projects, and mentorship programs, in enhancing students’ entrepreneurial skills and mind set. HEIs that had strong industry partnerships and alumni networks were able to provide students with valuable exposure to real-world entrepreneurial challenges.

Challenges faced in implementing entrepreneurship programs

Despite the positive initiatives taken by HEIs to promote entrepreneurship, the study identified several challenges that hindered the effective implementation of these programs. Resource constraints, particularly in terms of funding and infrastructure, emerged as a major hurdle. Many HEIs struggled to allocate adequate resources for entrepreneurship development activities, such as setting up incubation canter’s or providing seed funding for student ventures.

Industry collaboration was also identified as a challenge, particularly for HEIs located in smaller cities or rural areas. Building strong partnerships with industry players and securing their support for entrepreneurship development programs proved to be a daunting task for some institutions.

Impact of entrepreneurship programs on students

The survey data’s quantitative analysis shed light on how students’ entrepreneurial mentality, knowledge, abilities, and goals are affected by entrepreneurship development programs. With mean scores ranging from 3.5 to 3.8 on a 5-point scale, the descriptive statistics (Table 4) showed that students’ perceptions of the impact of these activities were generally favourable.

The independent samples t-test revealed a significant difference in the entrepreneurial intention between male and female students (Table 5). Male students showed a stronger intention to establish their own companies (p < 0.05). This research implies that in order to inspire more women to pursue entrepreneurship, gender-specific interventions could be required.

The favourable effects of entrepreneurial programs on students were further supported by the qualitative data. According to the participants, these programs improved their comprehension of business ideas, gave them an entrepreneurial perspective, and gave them the practical skills necessary to launch and run a firm. A number of student-led entrepreneurial success stories that resulted from these programs were also showcased, demonstrating how well the Skill India initiative promotes entrepreneurship.

Best practices and success factors

The cross-case analysis of the HEIs revealed several best practices and success factors that contributed to the effective implementation of entrepreneurship development programs. Mentorship emerged as a critical component, with HEIs that had a strong network of mentors, including successful entrepreneurs, industry experts, and alumni, reporting better student outcomes. Mentors provided guidance, support, and access to networks, which helped students navigate the challenges of starting a venture.

Recommendations for policymakers and HEIs

Based on the findings of the study, several recommendations can be made for policymakers and HEIs to further strengthen the entrepreneurship ecosystem and maximize the potential of the Skill India initiative: Increase funding and resources for entrepreneurship development programs in HEIs, particularly for infrastructure development and seed funding support. Develop a comprehensive entrepreneurship education curriculum that integrates theoretical concepts with practical skills and experiential learning opportunities. By implementing these recommendations, policymakers and HEIs can create a more robust and inclusive entrepreneurship ecosystem that empowers students to pursue their entrepreneurial aspirations and contribute to the nation’s economic growth and development.

SCOPE FOR FUTURE RESEARCH

Although the present study offers significant insights into the efficacy of the Skill India effort in fostering entrepreneurship in higher education institutions, there exist other routes for future research that might augment our comprehension of this subject matter:

Long-term research: To gain a more thorough knowledge of the long-term effects of entrepreneurship development programs on students’ career paths and venture performance, longitudinal studies tracking the entrepreneurial journeys of these participants can be conducted.

Studies that compare: A comparative analysis of the entrepreneurial ecosystems and results in various nations or areas can provide valuable information about the contextual elements affecting the efficacy of systems for entrepreneurship education and assistance.

Studies that focus on a particular industry: Analysing the success of programs in areas like technology, healthcare, or social entrepreneurship may help pinpoint the particular possibilities and problems in each field and guide the development of focused interventions.

Pedagogical innovations: More successful tactics for entrepreneurship education may be developed by investigating how new pedagogical approaches, such design thinking, lean startup methodology, or gamification, affect students’ entrepreneurial learning results.

Ecosystem dynamics: A more comprehensive knowledge of the variables influencing the success of student entrepreneurs may be obtained by examining the intricate interactions between the many players in the entrepreneurial ecosystem, such as higher education institutions (HEIs), governmental bodies, investors, and support groups.

Diversity and inclusivity: Developing more inclusive entrepreneurship policies and practices can be aided by analysing the obstacles that members of underrepresented groups—such as women, students from low-income backgrounds, and ethnic minorities—face when trying to access and utilize entrepreneurship education and support.

Impact assessment: Creating strong frameworks and metrics to evaluate how entrepreneurship programs affect different stakeholders, such as students, HEIs, and the general public, may assist prove the worth of these endeavours and support the funding of them.

Policy analysis: Analysing the effectiveness of various government policies and initiatives aimed at promoting entrepreneurship education and support, such as tax incentives, grants, or regulatory reforms, can provide evidence-based recommendations for policy makers. By following these lines of inquiry, academics may add to the expanding corpus of information on entrepreneurship assistance and education as well as provide insight for the development and execution of more successful programs that promote innovation, generate employment, and stimulate the economy.

CONTRIBUTIONS

This study evaluated the Skill India initiative’s impact on fostering entrepreneurship in HEIs through a mixed-methods approach. Findings revealed that while HEIs have adopted diverse strategies—such as curriculum integration, mentorship, and experiential learning—their success depends on faculty engagement, resources, and industry collaboration. Students reported improved entrepreneurial mind-set and skills, though disparities based on gender and academic level suggest the need for targeted support. Key success factors included innovation culture, strong partnerships, and access to funding. The study recommends enhancing resources, faculty training, mentorship networks, and inclusivity efforts to strengthen the ecosystem. Future research should explore longitudinal impacts, regional variations, and pedagogical innovations. Strengthening these areas will help HEIs better equip students to drive innovation, create jobs, and contribute meaningfully to India’s economic development.

REFERENCES

1. Agrawal, T. (2014). Skill development in India: An examination. Journal of Education and Work, 27(6), 629-650. https://doi.org/10.1080/13639080.2013.787485
2. Prasad Shaligram and Dr Shivaji Mundhe (2024) International Journal of cultural studies and social sciences, ISSN:2347-4777, Vol X Special issue 02 Jan – June2024. Beyond degrees: literature exploring the impact of skill India on development of entrepreneurship culture in higher education, Page no 339
3. Agrawal, T., & Agrawal, A. (2017). Vocational education and training in India: A labour market perspective. Journal of Vocational Education & Training, 69(2), 246-265. https://doi.org/10.1080/13636820.2017.1303785
4. Etzkowitz, H. (2003). Research groups as ‘quasi-firms’: The invention of the entrepreneurial university. Research Policy, 32(1), 109-121. https://doi.org/10.1016/S0048-7333(02)00009-4
5. Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—principles and practices. Health Services Research, 48(6pt2), 2134-2156. https://doi.org/10.1111/1475-6773.12117
6. Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications.
7. Prasad Shaligram, Dr Shivaji Mundhe, Prashant Wadkar (2023) Madhya Bharti, Vol 84 No29 January-June 2023 ISSN 0974-0066, Page No 170 Role of higher education in skill India movement
8. Jaganatthan, S. (2016). Skill development and vocational training in India. In M. Pilz (Ed.), India: Preparation for the world of work (pp. 127-140). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-08502-5_8
9. Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends, and challenges. Entrepreneurship Theory and Practice, 29(5), 577-597. https://doi.org/10.1111/j.1540-6520.2005.00099.x
10. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
11. Ministry of Skill Development and Entrepreneurship. (2017). Pradhan Mantri Yuva Yojana. Government of India. https://www.msde.gov.in/pmyy.html
12. Premand, P., Brodmann, S., Almeida, R., Grun, R., & Barouni, M. (2016). Entrepreneurship education and entry into self-employment among university graduates. World Development, 77, 311-327. https://doi.org/10.1016/j.worlddev.2015.08.028
13. Prasad Shaligram and Dr Shivaji Mundhe, Indian Journal of Psychology (2024) Skill India movement on entrepreneurship development: A literature review ISSN:0019-5553, Book No 06, Page No 133