Maria Lies Endarwati, Zahrotush Sholikhah, Bambang Agus Pramuka
Having entrepreneurship in student education may promote social innovation and economic development by fostering job creation. Numerous colleges are now emphasizing entrepreneurship education; therefore, it is essential to identify a practical learning approach. This research explored how an integrative learning model can nurture student entrepreneurial intention through entrepreneurial inspiration and entrepreneurial mindset. Data were collected from 286 business undergraduate students in Indonesia using an online self-reported questionnaire and analyzed using partial least squares structural equation modelling. The results demonstrate that cognitive learning positively affects entrepreneurial inspiration (â=. 37, p >. 001) and mindset (â=. 23, p =. 01). Accordingly, experiential learning also positively affects entrepreneurial inspiration (â=. 19, p =. 02) and mindsets (â=. 27, p >. 001). Second, entrepreneurial inspiration positively affects entrepreneurial mindset (â=. 34, p >. 001) and entrepreneurial intentions (â=. 16, p =. 04). Third, entrepreneurial mindset positively affects entrepreneurial intentions (â=. 55, p >. 001). The results also confirm the mediating role of entrepreneurial mindset between cognitive and experiential learning on intention (â=. 13, p =. 008; â=. 06, p >. 001, consecutively) and also the mediating role of inspiration between cognitive and experiential learning on mindset (â=. 06, p =. 01; â=. 03, p =. 03). The results show that it could be useful for universities to use an integrative learning approach that involves cognitive and experiential learning to encourage inspiration and shape entrepreneurial mindset of students. © (2023). All Rights Reserved.
Department of Management, Faculty of Economics and Business, Universitas Negeri Yogyakarta, Indonesia; Department of Accounting, Faculty of Economics and Business, Universitas Jenderal Soedirman, Indonesia
