From learning to leading: cognitive and motivational drivers of entrepreneurial orientation in higher education
Mohammad Hossein Khasmafkan-NezamPurpose
As universities are increasingly expected to develop entrepreneurial graduates capable of addressing socio-economic challenges, entrepreneurial education has become a strategic priority. However, limited research has examined how teaching strategies and entrepreneurial motivation jointly influence entrepreneurial orientation and the mechanisms underlying these relationships. This study identifies and prioritizes entrepreneurial education teaching strategies and investigates their effects, alongside entrepreneurial motivation, on entrepreneurial orientation in Iranian comprehensive universities. It further examines the mediating role of entrepreneurial self-efficacy and the moderating role of social entrepreneurial capability.
Design/methodology/approach
A sequential exploratory mixed-methods design was adopted. In the qualitative phase, interviews with university professors were analyzed using thematic analysis to identify teaching strategies, followed by pairwise thematic comparison (PTC) to prioritize them. In the quantitative phase, student survey data were analyzed using partial least squares structural equation modeling (PLS-SEM).
Findings
Eight entrepreneurial education teaching strategies were identified, with “experiential learning” and “real-world application and innovation” receiving the highest priority. The findings show that teaching strategies and entrepreneurial motivation positively influence entrepreneurial self-efficacy and entrepreneurial orientation. Entrepreneurial self-efficacy partially mediates these relationships, while social entrepreneurial capability strengthens the effects of teaching strategies and entrepreneurial motivation on entrepreneurial self-efficacy.
Originality/value
This study advances entrepreneurial education research by integrating pedagogical, motivational, cognitive, and contextual factors into a unified framework. By combining thematic analysis, PTC, and PLS-SEM, it provides empirical evidence on how teaching strategies and entrepreneurial motivation contribute to entrepreneurial orientation through self-efficacy and social entrepreneurial capability. The findings offer theoretical insights and practical guidance for designing entrepreneurial education programs that foster entrepreneurial competencies in higher education.