INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 767
www.rsisinternational.org
a
Role of State Universities in Promoting Entrepreneurial Education.
Mrs. Mahalakshmi BA, Dr. Nagaveni CM
Guest faculty, Department of commerce, Kuvempu University, Jnana Sahyadri shankaragatta, India
DOI:
https://doi.org/10.51244/IJRSI.2025.120800063
Received: 03 Aug 2025; Accepted: 08 Aug 2025; Published: 04 September 2025
ABSTRACT:
Education is an important factor in determining the entrepreneurial orientation in individuals. Formal
education is positively correlated with entrepreneurship. Education and training can have definite role in
enhancing entrepreneurship in the context of a developing country like India. This study explores the role of
universities as well as their strategies and extent to which entrepreneurship education fostered in terms of
policy frameworks, the curriculum and stakeholders’ perception of entrepreneurship education. This is the case
study of two universities they are Davanagere university and Kuvempu university.
Key words: entrepreneurship, curriculum
INTRODUCTION:
Entrepreneurial competencies are very important for business success. These include a mix of skills,
knowledge, and personal qualities that help entrepreneurs make smart choices and guide their teams well.
Strategic thinking helps in planning, and innovation allows them to offer something different. It's also
important to manage risks and be a strong leader who can motivate others. Good communication helps build
strong relationships, while being adaptable makes it easier to handle changes. Entrepreneurs also need to solve
problems, manage finances, and use their time wisely. Being creative, proactive, and resilient helps them face
challenges and bounce back from failures. Having a clear vision gives direction to the business. These
competencies can be learned through experience, training, and mentorship. In today’s fast-changing world,
skills like adaptability, creativity, and networking are especially valuable. By building these competencies,
entrepreneurs increase their chances of success and can grow strong, lasting businesses.
In the rapidly evolving global economy, entrepreneurship is no longer confined to those who start their own
businesses; it has become a fundamental competency for all professionals. For postgraduates, who are stepping
into a competitive job market or preparing to launch their own ventures, entrepreneurial competencies serve as
a vital toolkit that blends knowledge, skills, and attitudes to identify opportunities, innovate solutions, and
create value in various professional settings. These competencies include opportunity recognition, risk
management, innovation, strategic thinking, leadership, financial literacy, and adaptability, among others. At
the postgraduate level, students are expected to elevate their thinking from theoretical knowledge to practical
application, and entrepreneurial competencies play a crucial role in bridging this gap. Institutions increasingly
embed entrepreneurship education in postgraduate programs to equip students with the ability to navigate
complex business environments, solve real-world problems, and contribute meaningfully to economic and
social development. Moreover, entrepreneurial thinking empowers students to take initiative, embrace change,
and be resilient in the face of uncertainty—traits essential for success whether they pursue corporate careers,
academic research, social ventures, or independent businesses. Entrepreneurial competencies also foster
creativity and innovation, encouraging postgraduates to think beyond conventional boundaries and challenge
the status quo.
Significance of the Study
The study of entrepreneurial competencies in postgraduate education is becoming increasingly important in
today’s dynamic and innovation-driven world. As entrepreneurship plays a vital role in economic growth, job
creation, and societal development, postgraduate programs are recognizing the need to equip students with the
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 768
www.rsisinternational.org
a
skills and mindset required to succeed as entrepreneurs. This study aims to explore the key entrepreneurial
competencies such as opportunity recognition, risk-taking, innovation, leadership, strategic thinking, and
resilience, and how effectively they are developed among postgraduate students. It also examines the influence
of academic curriculum, experiential learning, and institutional support in shaping these competencies. By
assessing the current levels of entrepreneurial readiness among students and identifying gaps in education, this
research seeks to offer valuable insights that can help institutions refine their programs and create a more
supportive environment for future entrepreneurs.
Statement of the Problem
The challenges faced by students without entrepreneurship education they may not know how to start or run a
business. Without proper training, it’s hard for them to come up with new ideas or solve problems. They might
not know how to spot good business chances or understand what customers want. This can make it tough to
build a successful business.
Many postgraduate students lack essential entrepreneurial competencies such as innovation, risk-taking,
leadership, and strategic thinking. Despite academic achievements, they often struggle to apply entrepreneurial
skills in real-world situations. Traditional curricula focus more on theory than on practical, hands-on learning.
As a result, students may graduate without the mindset or tools needed to navigate today’s dynamic market.
Employers increasingly seek graduates who can think creatively and act independently. Without proper
development of these skills, postgraduates’ risk being underprepared for entrepreneurial roles. This highlights
the urgent need to strengthen entrepreneurship education at the postgraduate level.
Objectives of the Study
1. To understand the concept of entrepreneurship.
2. To analyse how entrepreneurship education is currently implemented among post graduate students of state
universities across Karnataka.
3. To identify key entrepreneurial competencies (e.g., innovation, leadership, risk taking)
Scope of the Study:
This study focuses to know the current entrepreneurship education scenario in State University to analyse the
effectiveness of entrepreneurship education on entrepreneurial competencies of students. This study is limited
Davangere and Kuvempu university only.
RESEARCH METHODOLOGY
The research methodology used in this study based on primary as well as secondary data. The primary data
have been collected through questionnaire and the secondary data have been collected from websites of various
banks and journals related to banking.
Sample size: Sample size is 100.
Sampling Method: General public of the city and sampling units are chosen on the basis of convenience
sampling.
REVIEW OF LITERATURE
Hyejung lee et.al (2016), made a review on Entrepreneurial competencies have been widely studied, yet their
definitions vary. This paper reviews prior literature to identify key entrepreneurial characteristics and develop a
competency framework for future research. A total of 14 SSCI-level journal articles were analysed, focusing
on the relationship between entrepreneurial competencies and venture performance. From these studies, 141
competency elements were identified and categorized based on frequently mentioned keywords. Through a
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 769
www.rsisinternational.org
a
focus group sorting exercise, these elements were grouped into five clusters. The resulting framework
consists of five dimensions: Opportunity competencies, administrative competencies, Relationship
competencies, Personal competencies, and Commitment competencies.
Minisha Gupta (2016), states that B-Schools are considered most appropriate nursery of shaping and budding
management graduates for entrepreneurship who acquire integrity and ethical standards. In her views
entrepreneurship is the professional function of knowledge, skills and competencies of monetizing an
innovative idea by an individual or a set of people by launching an enterprise. Entrepreneurship is a need for a
developing economy like India, as 60-80% jobs are gained from small start-ups.
P. Madhan mohan gandi (2016), Entrepreneurship is an inherent or developed quality that cannot be forced.
Success in entrepreneurship depends on willingness and dedication rather than education or money.
Entrepreneurs seek change, respond to it, and turn it into opportunities while facing challenges with resilience.
They are characterized by self-esteem and risk -taking abilities. Recent trends highlight evolving
entrepreneurial opportunities and challenges. This paper explores the meaning, trends, challenges, and factors
contributing to entrepreneurial success.
K. Jermsittiparsert, et.al, (2020), examined the increasing unemployment around the globe, entrepreneurship
has gained intense attention from the professional of different domains. In this regard academia has paid
extensive attention to this. Having considered the importance of such issue the present study attempted to
examine the impact of entrepreneurial motivation on the entrepreneurial intentions of the engineering students.
In this regard data were collected from the engineering discipline students by using simple random sampling.
The findings of the study revealed that entrepreneurial motivations significantly influence the entrepreneurial
intentions of the engineering students. In addition to this study also reported that attitude, subjective norms and
perceived behavioural control found to be significant mediator between relationships of entrepreneurial
motivations and entrepreneurial intentions. Whereas subjective norms were not found to be significant
mediator between relationships of entrepreneurial motivations and entrepreneurial intentions.
Marco van gelderen(2022), Entrepreneurship education has gained significant attention for its role in
fostering entrepreneurial competencies. However, traditional educational approaches often fail to provide
students with the necessary skills and mindset required for entrepreneurial success. This paper explores the
concept of Deliberate Practice (DP) as a structured and effective method for competency development in
entrepreneurship education. Deliberate Practice offers a structured and evidence-based approach to enhancing
entrepreneurial competencies. By integrating DP principles into entrepreneurship education, educators can
create effective, immersive learning experiences that go beyond theoretical knowledge and develop practical
entrepreneurial skills. This method ensures that students not only understand entrepreneurship but actively
develop the competencies required for success in dynamic business environments.
Mir shahid satar, ghadah alarifi(2023), Skill is an under-researched construct, often undervalued and ignored
once learned, except when not executed. It is multidimensional, continuous, and context-dependent, differing
from competencies. Entrepreneurial skills are theoretical constructs linked to opportunity recognition theory.
Initiation through alertness may shift to identifying socially or market-valued needs. Different paradigmatic
approaches raise measurement challenges and issues of valuation. Limited empirical research exists to test
theories and identify critical skills.
Limitation of the Study
1. Limited access to financial support, equipment, or materials needed for research.
2. Difficulty in obtaining large or diverse samples due to limited reach or permissions.
3. Limited exposure to advanced research methodologies or tools.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 770
www.rsisinternational.org
a
Data Analysis and Interpretation
Table No 1: Classification of Respondents on The Basis of Gender
Gender
Number of
respondents
percentage
Male
26
26
Female
74
74
Total
100
100
From the above table it is clear that out of 100 respondents 26% belongs to male category and further 74%
belongs to female category. Therefore, it clear that the female respondents are higher than compared to
male respondents and male respondents.
Table No.2: Family Wise Classification of Respondents
Family
No of respondents
Percentage (%)
Joint
25
25
Nuclear
75
75
Total
100
100
From the above table among 100 respondents, 75% belong to nuclear families while only 25% belong to joint
families. Therefore, it can be interpreted that majority of respondents are having a strong preference or trend
toward nuclear family structures in the surveyed population, possibly reflecting modernization, urbanization,
or changing lifestyle preferences.
Table No: 3 Classification of Respondents on The Basis of Residence
Residence
Number of respondents
Percentage (%)
Urban
22
22
Semi urban
20
20
Rural
58
58
Total
100
100
From the above table, among 100 respondents the data shows the distribution of respondents based on their
place of residence: 22% of the respondents live in urban areas, 20% reside in semi-urban areas, The majority,
58%, belong to rural areas. The majority of the respondents come from rural areas (58%), indicating that the
sample is largely rural-based. A smaller proportion is from urban (22%) and semi- urban (20%) regions. This
suggests that any conclusions or findings from the data may be more reflective of rural perspectives and
experiences.
Table No 4:
Classification of Respondents on The Basis of Current Year of Study
Current year of study
Number of respondents
Percentage (%)
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 771
www.rsisinternational.org
a
1
st
year
14
14
2
nd
year
86
86
Total
100
100
The table presents the classification of respondents based on their current year of study, 14% of respondents
are in first year, a large majority, 86%, are in second year. The data indicates that most respondents (86%) are
in their second year of study, while only a small portion (14%) are first-year students. This suggests that the
insights or opinions gathered are predominantly from students with more academic exposure and experience in
their course.
Table No 5: Classification Of Respondents on The Basis of
Educational Background.
Department
Number of respondents
Percentage (%)
Commerce / Management
86
86
Science
12
12
Arts/Humanities
2
2
Engineering/ technology
0
0
Total
100
100
From the above table, among 100 respondents 86% of respondents are from Commerce / Management, 12%
are from science, 2% are from arts/humanities, 0% engineering/technology The table shows the educational
background of the respondents based on their department, the majority of respondents (86%) belong to the
Commerce/Management stream, indicating a strong dominance of this background in the sample. A smaller
portion comes from science (12%) and Arts/Humanities (2%), while there are no respondents from
Engineering/Technology. This suggests that the study or survey results are mainly influenced by perspectives
from the Commerce/Management field.
Table No:6 Effective Sources of Entrepreneurial Skills
Factors
Number of respondents
Percentage (%)
Entrepreneurship courses in the curriculum
14
14
Workshops or seminars on entrepreneurship
30
30
Incubation or start up support programs
14
14
Mentoring or coaching sessions
8
8
Networking events with entrepreneurs
14
14
Diploma courses
2
2
Entrepreneurship Motivation campaigns
2
2
Entrepreneurship awareness programs
8
8
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 772
www.rsisinternational.org
a
Others (please specify)
8
8
Total
100
100
From the above table presents various factors that support entrepreneurship development among postgraduate
students. The most common support came from workshops or seminars (30%), indicating their popularity and
accessibility. Other notable factors include entrepreneurship courses, incubation/start-up support, and
networking events—each at 14%, showing moderate availability.
However, elements like mentoring, awareness programs, diploma courses, and motivation campaigns are
reported by fewer students (2% to 8%), suggesting limited exposure. This highlights a need for more diverse
and comprehensive entrepreneurship support initiatives, especially in mentoring and awareness-building
activities.
Table No 7: Competencies Required For Being Successful Entrepreneur
1 – Strongly Agree, 2 – Agree, 3 – Neutral, 4 –Disagree, 5 – Strongly Disagree
Statements
1
(%)
2
(%)
3
(%)
4
(%)
5
(%)
Total
(%)
Ability to take
risks.
48
48
34
34
10
10
4
4
4
4
100
100
Proactive and able
to identify
opportunities.
23
23
45
45
20
20
9
9
3
3
100
100
Adapt the changing
circumstances in
your business.
24
24
44
44
16
16
10
10
6
6
100
100
Staying focused on
goals.
42
42
36
36
12
12
4
4
6
6
100
100
Problem - solving
and creative.
30
30
42
42
22
22
4
4
2
2
100
100
Leadership and
Teamwork.
36
36
38
38
20
20
4
4
2
2
100
100
Ability to
collaborate and
communicate
effectively with
diverse
individuals.
36
36
38
38
14
14
8
8
4
4
100
100
I convince other by
innovative ideas.
26
26
41
41
23
23
6
6
4
4
100
100
Bounce back from
failures and
22
22
46
46
20
20
10
10
2
2
100
100
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 773
www.rsisinternational.org
a
setbacks.
Capable of
relationship
building.
30
30
30
30
30
30
8
8
2
2
100
100
Capable of making
ethical choices in
business decision.
28
28
40
40
26
26
2
2
4
4
100
100
Finding unique
solution to
problems.
32
32
42
42
20
20
2
2
4
4
100
100
Confident in
managing a team
28
28
40
40
26
26
2
2
4
4
100
100
Handle uncertainty
in decision- making
30
30
50
50
12
12
8
8
0
0
100
100
This table presents survey responses on key competencies required to be successful entrepreneur in the 21
st
century. It shows strong agreement for most competencies, especially for ―ability to take risks‖(48 strongly
agree), staying focused on goals (42 strongly agree), and ―leadership and teamwork‖ (36 strongly agree).
Overall, the data suggests that respondents believe skills like innovation, adaptability, teamwork, ethical
decision-making, and problem solving are crucial. Most competencies show high agreement (1s and 2s),
indicating a consensus on their importance for entrepreneurial success today.
Table No: 8 Importance of Entrepreneurship Education
Challenges of starting
Number of respondents
Percentage (%)
Very important
48
48
Important
36
36
Neutral
16
16
Not important
0
0
Not at all important
0
0
Total
100
100
From the above table data reveals that a majority of respondents (84%) consider the challenges of starting a
business to be either very important or important, indicating high awareness of potential barriers in
entrepreneurship. An additional 16% see these challenges as moderately important, while none view them as
unimportant. This reflects a realistic and serious attitude among respondents towards the complexities involved
in starting a business.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 774
www.rsisinternational.org
a
FINDINGS:
1. This study examines that gender distribution among the 100 respondents reveals that 26% are male and
74% are female.
2. This study examines that among the 100 respondents, 75% belong to nuclear families, while only 25%
are from joint families. This indicates a dominant trend toward nuclear family structures within the
surveyed population.
3. This study examines that the majority of respondents (58%) are from rural areas, while 22% reside in
urban areas and 20% in semi-urban areas.
4. This study examines that the majority of respondents (86%) are second-year students, indicating that
insights mainly reflect the perspectives of individuals with more academic experience. Only 14% of
respondents are in their first year, suggesting a smaller sample of less experienced students.
5. This study examines that the majority of respondents (86%) are from the Commerce/Management field,
with smaller representation from Science (12%) and Arts/Humanities (2%). Notably, there were no
respondents from Engineering/Technology, indicating a strong bias toward Commerce/Management
perspectives in the survey.
6. This study examines that 60% of students identify creativity and innovation as the most vital
entrepreneurial competency. Other competencies like risk management, opportunity recognition, and
leadership are valued less, highlighting a strong emphasis on innovative thinking for success.
7. This study examines that 44% of students view developing business ideas and plans as the most
important aspect of entrepreneurship education, underscoring the value of idea-centric learning.
Additionally, 24% highlight practical skills, 18% emphasize learning from success stories, and 14%
value networking, showing a preference for experiential and well-rounded entrepreneurial training.
8. This study examines that students strongly agree on the importance of key entrepreneurial
competencies, particularly the ability to take risks, staying focused on goals, and leadership and
teamwork. Overall, there is a clear consensus that skills like innovation, adaptability, ethical
decision-making, and problem-solving are essential for entrepreneurial success in the 21st century.
Suggestions:
1. Syllabus should include all business information essential to run and start business including recent
market development. Sustainability knowledge, Good topics and questions concerned with business
should be added in sub- ject.
2. The study suggested that structured programme which helps students to develop their skills and
abilities should be made compulsory. Brainstorming sessions, business games Innovation and
Invention skills should be developed. Profit oriented attitude, Versatile, Law and Taxation knowledge
should be im- proved by inviting professional from this field.
3. Integrate entrepreneurship into all PG curricula to ensure students across disciplines gain exposure
to business and innovation skills.
4. Establish dedicated Entrepreneurship Development Cells (EDCs) to coordinate
startup events, mentorship, and business idea development.
5. Introduce compulsory entrepreneurship internships linking students with startups, MSMEs, and
local industries for practical experience.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 775
www.rsisinternational.org
a
REFERENCES:
1. Lee, H., Koo, B., & Nam, S. (2016). A review of entrepreneurial competency framework. Asia Pacific
Journal of Innovation and Entrepreneurship, 10(1), 29–46
2. Gupta, M. (2016). Entrepreneurship: A professional function and a necessity in a developing economy.
International Journal of Applied Research, 2(1), 810–812.
3. Gandhi, P. M. M. (2016). A study on emerging trends and challenges in entrepreneurship. International
Journal of Multidisciplinary Research and Development, 3(2), 82–86.
4. Jermsittiparsert, K., Joemsittiprasert, W., & Phonwattana, S. (2020). Impact of entrepreneurial
motivation on entrepreneurial intentions: A study among engineering students. International Journal of
Innovation, Creativity and Change, 13(9), 664–681.
5. Van Gelderen, M. (2022). Deliberate practice for developing entrepreneurial competence. Education +
Training, 64(6), 863–878.
6. Satar, M. S., & Alarifi, G. (2023). Re-examining entrepreneurial skills: Theoretical and practical
perspectives. Journal of Entrepreneurship in Emerging Economies, 15(3), 499–518
