Enhancing Undergraduate Entrepreneurial Education: The Role of Project-Based Learning, Mentorship and Resilience
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| Title: | Enhancing Undergraduate Entrepreneurial Education: The Role of Project-Based Learning, Mentorship and Resilience |
|---|---|
| Language: | English |
| Authors: | Qian Wang (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Entrepreneurship, Business Education, Student Projects, Active Learning, Mentors, Resilience (Psychology), Foreign Countries, Work Experience Programs, Self Efficacy, Intention |
| Geographic Terms: | China |
| DOI: | 10.1111/ejed.70528 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Higher education institutions are increasingly prioritising entrepreneurial education (EE) to enhance their graduates' employability. Although prior studies have examined the effects of teaching practices and individual traits on entrepreneurial self-efficacy (ESE), findings remain inconsistent and often neglect curriculum-level perspectives. This study addressed this gap by grounding its theoretical framework in social cognitive theory and analysing survey responses from 123 undergraduate students at a Chinese international university enrolled in a work-integrated curriculum combining project-based learning (PBL) with workplace mentorship (WM) from industry experts. Using PLS-SEM multi-group analysis and hierarchical regression models, the findings show that university-organised PBL did not significantly improve students' SE. In contrast, WM and student resilience were positively associated with SE, which in turn predicted entrepreneurial intention (EI). These results highlight the critical roles of mentorship and resilience in shaping students' entrepreneurial confidence, while also suggesting that the impact of PBL depends on its context-centered integration. The study contributes to EE research by clarifying conditions under which curriculum elements influence SE and EI. For practice, it highlights the importance of mentor training, careful mentor-student matching, and structured activities that make mentorship more meaningful, as well as resilience-building strategies, which serve as a learning outcome to better prepare students for entrepreneurial competence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497953 |
| Database: | ERIC |
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