Comparative Analysis of Entrepreneurial Skills Development in Business Schools Worldwide

Thesis Abstract

Entrepreneurial skills development has become a critical focus for business education institutions worldwide, as they endeavor to equip students with competencies necessary for innovation, start-up creation, and sustainable enterprise growth in dynamic global markets. Despite widespread integration of entrepreneurship curricula, significant variations persist across regions in terms of pedagogical approaches, curriculum content, and outcomes, raising concerns about the comparative effectiveness of these educational strategies. This study aims to conduct a comprehensive comparative analysis of entrepreneurial skills development in business schools across diverse geographic and cultural contexts to identify best practices, contextual differences, and implications for policy and curriculum design. The research seeks to achieve three specific objectives (1) to assess the pedagogical approaches employed in entrepreneurial skills development in selected business schools from North America, Europe, Asia, and Africa; (2) to evaluate the perceived effectiveness of these approaches among students and faculty; and (3) to analyze the influence of contextual factors such as institutional resources, cultural values, and policy frameworks on entrepreneurial skills acquisition. To fulfill these aims, the study adopts a mixed-methods research design, integrating quantitative surveys and qualitative interviews. The quantitative phase involves a stratified random sample of 800 students and 200 faculty members across 20 business schools, selected based on regional representation and accreditation status. Data collection instruments include a standardized entrepreneurial skills assessment questionnaire for students and a pedagogical practices inventory for faculty, both validated through pilot testing and expert review. Qualitative data are gathered through semi-structured interviews with 40 academic leaders and industry practitioners to contextualize survey findings and explore nuanced perspectives. The data analysis employs descriptive statistics, ANOVA, and multiple regression analysis for quantitative data to determine differences and predictors of entrepreneurial skills development, while thematic analysis guides the qualitative data to elucidate contextual factors and pedagogical rationales. A conceptual framework grounded in the Experiential Learning Theory and the Theory of Planned Behavior informs the interpretation of results, offering insights into how experiential activities and behavioral intentions influence skills acquisition across different settings. Expected findings anticipate significant differences in pedagogical approaches, with region-specific strategies demonstrating varied effectiveness. The study also expects to uncover key factors—such as institutional support, cultural attitudes, and policy initiatives—that mediate the relationship between educational activities and entrepreneurial skills outcomes. The analysis aims to identify best practices adaptable across contexts to enhance the global effectiveness of entrepreneurship education. This research contributes to the expanding body of knowledge on entrepreneurship education by providing a comparative perspective that highlights contextual sensitivities and pedagogical innovations. It advances theoretical understanding by integrating experiential and behavioral models within a cross-cultural framework, thereby informing curriculum development, policy formulation, and strategic planning in business education settings worldwide. The main conclusion underscores the importance of context-tailored pedagogical strategies combined with experiential learning to foster entrepreneurial skills effectively. Recommendations include adopting flexible curricula that incorporate real-world problem solving, enhanced faculty training in innovative teaching methods, and supportive institutional policies aligned with national and regional entrepreneurship ecosystems. The study also suggests avenues for future research to explore longitudinal impacts and the role of digital technologies in entrepreneurship skill development. Overall, this comparative analysis aims to inform global best practices, fostering more effective and inclusive entrepreneurship education that responds to diverse regional needs and enhances the entrepreneurial capacity of future business leaders.