JRERE 13 (2) 2024 156-168

Journal of Research and 
Educational Research Evaluation

http://journal.unnes.ac.id/sju/index.php/jere		
The Role of Entrepreneurship Education in Forming an Entrepreneurial Ecosystem: A Systematic Literature Review

Ika Zutiasari1*, Jefri Aulia Martha2, Hafis Muaddab3, Anastasia Ayu Anindya4

1,2,3,4Universitas Negeri Malang
	
Article Info
________________
History Articles
Received: 
11 May 2024
Accepted: 
09 June 2024
Published:
30 August 2024
________________
Keywords:
Entrepreneurship education, entrepreneurship ecosystem,
learning media digital, PRISMA
____________________
	Abstract
___________________________________________________________________
Entrepreneurship education faces various problems that hinder the creation of a solid and sustainable entrepreneurial ecosystem. So, this research looks for to fill the gap in the literature by studying the direct effect of perceived entrepreneurial ecosystem factors and how the existence of entrepreneurship education creates an excellent entrepreneurial ecosystem through a systematic literature review analysis compiled with PRISMA guidelines. This study aims to analyze the role of entrepreneurship education in forming an entrepreneurial ecosystem and the formation of an entrepreneurial ecosystem in entrepreneurship education. According to the results of the analysis of the role of entrepreneurship education on the Entrepreneurial Ecosystem is that overall, entrepreneurship education plays a crucial role in shaping the entrepreneurial ecosystem by helping to produce quality entrepreneurs, encouraging innovation, building networks and collaboration, teaching business skills, encouraging entrepreneurial attitudes, and providing support and guidance to aspiring entrepreneurs. This is supported by several actions that can be taken, including adjustment and relevance of education to students, developing a student-centered entrepreneurship education model, paying attention to cooperation with faculties, universities, government, and industry to get adequate facilities and access to develop entrepreneurship education better again so that the entrepreneurship ecosystem can also be achieved well.
	
*Correspondence Address : 
Department of Management, Faculty of Economic and Business, Universitas Negeri Malang, Indonesia 
E-mail : ika.zutiasari.fe@um.ac.id	p-ISSN 2252-6420
 e-ISSN 2503-1732	

INTRODUCTION

Entrepreneurship is a multidimensional, transdisciplinary concept (Derera et al., 2020); therefore, it has yet to have a commonly agreed definition. Entrepreneurship can be considered an economic activity that has the main goal of meeting needs in a profit-seeking way.  (Talukder et al., 2024). An enterprise functions as an organizational structure and is called entrepreneurship it is a well-known fact that entrepreneurial activity is capable of driving economic development and is essential for macroeconomic growth. Entrepreneurship education can promote inclusive and resilient economic growth (Suguna et al., 2024).
Entrepreneurship programs can be created through entrepreneurship education. at school or in college. Entrepreneurship education not only teaches theory but also develops attitudes, ways of thinking, and behaving as entrepreneurs. (Kakouris & Liargovas, 2021). Therefore, this education can provide an interpretation to students that opening a new business requires good experience integration, increasing entrepreneurial intentions, or good business achievements. Through education, it will be able to develop  individuals who are ready to face the development of the business world by cultivating the knowledge and practical skills to start and manage a business successfully. The main objective is to encourage creativity, innovation, and The attitude of an entrepreneur such as determination, perseverance, Dare to take risks., networking and entrepreneurial ability (Jardim et al., 2021). It also increases awareness of business opportunities and helps individuals build strong networks with mentors, industry professionals, and fellow entrepreneurs. In addition, entrepreneurship education teaches business ethics and social responsibility and helps individuals adapt to the changing business environment. Thus, entrepreneurship education contributes to job creation, economic growth, and long-term development of the entrepreneurial ecosystem.
The success of entrepreneurship activity is highly dependent on the ecosystem created by an excellent entrepreneurial cycle (Maroufkhani et al., 2018). So it can be said that entrepreneurship and its ecosystem interact well with each other, entrepreneurs need a suitable and good environment where entrepreneurs can make innovations in managing their businesses.

Figure 1. Results of Co-Accurance Analysis of Author Keyword Scopus Database Research through VOSViewer application.

An important role in entrepreneurship education forms a dynamic and sustainable entrepreneurial ecosystem (Elnadi & Gheith, 2021). Entrepreneurship education must be able to provide the knowledge and skills needed to start, open and manage a business, entrepreneurship education equips individuals with the tools they need to become successful entrepreneurs. In addition, it encourages entrepreneurial attitudes such as creativity, innovation, and risk-taking. Through educational programs, individuals can also build strong networks with mentors, industry professionals, and fellow entrepreneurs, which helps them access resources and business opportunities (Razak et al., 2024). Entrepreneurship education also increases entrepreneurial awareness and culture in society, creating a supportive environment for the growth of new businesses. Entrepreneurship education thus contributes to ecosystem building that fosters innovation, job creation, and economic growth.
Entrepreneurship education faces various problems that hinder the creation of a solid and sustainable entrepreneurial ecosystem. Curricula that lack relevance to the needs of today's business world and a lack of field practice are significant obstacles. In addition, limited access to resources such as funding, mentors, and business networks make it difficult for aspiring entrepreneurs to thrive. Lack of collaboration with industry and a multidisciplinary approach also reduces the effectiveness of entrepreneurship programs. The stigma of business failure can discourage students from innovating, while limited access to capital prevents them from starting ventures. To overcome these challenges, educational institutions need to work with the business sector to provide real-world experience and prioritize the development of soft skills that are essential for aspiring entrepreneurs.   
There are many studies that discuss entrepreneurship education with entrepreneurial ecosystems, as illustrated in Figure 1 (Ilie & Budac, 2023a) (Correia et al., 2024), (Ayala-Gaytán et al., 2024). Based on this figure, entrepreneurship education, and entrepreneurial ecosystems have been widely researched from 2018 to 2023. The more yellow the color indicates that the research has just been researched, but not many have optimized the results of the research in creating an ecosystem in entrepreneurship in the implementation of entrepreneurship education. Therefore, this study can remove gaps in the literature by looking at the direct influence of the factors that shape the perceived entrepreneurial ecosystem and how the existence of entrepreneurship education creates an excellent entrepreneurial ecosystem through systematic literature review analysis. The following are the questions in this study:
RQ1. What is the role of entrepreneurship education in shaping the entrepreneurial ecosystem?
RQ2. What important actions should be taken to Establish an Entrepreneurial Ecosystem in Entrepreneurship Education?
METHODS

This study is an implementation of the use of Systematic Literature Review (SLR). This systematic review and meta-analysis was conducted following the Joanna Briggs Institute guidelines (Tufanaru et al., 2019). This study uses guidelines for the preparation of the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines (Kamioka, 2019). The researcher conducted a process of reviewing articles related to entrepreneurship education variables and entrepreneurial ecosystem. This research procedure  (Kuhlthau, 2002), begins by determining the topic, searching for information, compiling the focus of the research, seeking information, presenting data, and describing the results of the research. The research data collection technique is carried out in several stages, The researcher re-examines the data obtained, by looking at the completeness of the data, avoiding unclear meanings between one and the other; the next stage is to compile the data obtained into a necessary framework (Organization); The third stage is to look for research findings.
This study has a research subject in the form of an article with the following criteria:
Articles published in journals indexed by Scoupus for the period 2020-2024.
Articles that explain entrepreneurship education in schools and universities and the entrepreneurial ecosystem.
Articles in Indonesian and English.
Articles are researched using quantitative and qualitative methods
Complete article structure
The article has open access for download.

Search tool
The search used the link https://www.scopus.com/ with the keywords “TITLE-ABS-KEY (entrepreneurial AND education, AND entrepreneurial AND ecosystem)”. The search was conducted using a time span of articles published from 2018 to 2024. The articles that appeared were then sorted so that there were articles with different titles. In addition, articles were sorted based on predetermined criteria. Articles that only contain abstracts will be removed so that only full articles will be analyzed.

Ekstraksi artikel
The articles found were then extracted. The process of extracting articles is based on the author of the article, the year of publication of the article, the type of research, the measurement tools used, the results of the research, and the article database.

RESULTS AND DISCUSSION

Figure 2. Flow Chart of Article Screening and Selection

Based on the flowchart in Fig. 2 above, it can be seen that from 612 articles that are relevant to the keywords, adjustments are made to the subject criteria that have been set. Starting from the year of publication, the language used keywords, the completeness of the article structure, the relevance of the content to the subject and theme of the research raised, as well as several other criteria, 14 articles remain to be studied more deeply regarding what the research results of the article are used to fill the literature gap by examining the direct influence of the perceived entrepreneurial ecosystem factors and how the existence of entrepreneurship education in creating an excellent entrepreneurial ecosystem through a systematic literature review analysis.

Ringkasan Artikel 
Tabel 1. Ringkasan Artikel yang telah disaring
No.	Author	Method	Results	
1.	(Rocha et al., 2024).	A systematic literature review	Co-relevant with thematic clusters related to students, universities, and the entrepreneurial ecosystem.
A synergistic framework that focuses on the relationships between thematic groups.	
2.	(Lux et al.,2020)	Multiple hierarchical regression analysis to test hypotheses and moderation effects.	Entrepreneurs' personal resources, such as psychological capital, social capital, and entrepreneurial education, have a significant positive effect on firm performance.
Business environment suitability moderates this relationship.
Importance of understanding how individual entrepreneurs can utilize their personal resources.	
3.	(García- Castanedo et al., 2024)	Case study approach as methodology.	The use of ideations as an entrepreneurship education tool enhances students' practical perspectives and builds the foundation for a collaborative ecosystem in universities.
The use of ideations in the social sciences, including planning, budgeting, training, running competitions, and networking for profit.
The importance of university-business linkages and engagement	
4	 (Ilie & Budac, 2023b)	Research methods literature review, case study, survey, interview, and data analysis	The role of entrepreneurship education in shaping the entrepreneurial ecosystem:
Producing entrepreneurs
Encouraging Innovation
Building Networks and Collaborations
Teaching Business Skills
Encouraging Entrepreneurial Attitudes
Provide Support and Guidance	
5	(Solesvik & Westhead, 2019).	Exploratory studies conducted in transitional contexts	Students who come from a supportive entrepreneurship education ecosystem tend to have a higher intensity of entrepreneurial intentions.
Three of the thirteen competencies tested are weakly significantly related to the intensity of students' entrepreneurial intentions.	
6	(O’Brien et al., 2019)	Integrative literature review.	Entrepreneurship education programs should be contextualized according to the needs of the local community.
The six keys in the university entrepreneurship ecosystem.
	
7	(Patrício & Ferreira, 2023)	The method used in this research is qualitative with a grounded theory approach.	The results and discussion of this research include
The Importance of Relevant Entrepreneurship Education
Collaboration between Higher Education and Industry
Access to Resources and Support
Innovation and Creativity
Entrepreneurial Culture
Social and Sustainable Entrepreneurship	
8	 (Gheorghiu et al., 2021)	The methods used in this research include
Semi-Interview
Structured Interview
Content Analysis
Qualitative Approach
Use of Triple Helix Model
Concept Development	The results and discussion of this study include several key findings:
The Importance of Corporate Entrepreneurship Education
Structure of the Education Program
Industry-University Collaboration
Importance of Entrepreneurial Leadership
Role of Faculty
Student-Centered Approach
Government Support	
9	(Zobnina et al., 2019)	Cooperative inquiry method.	The results and discussion of this study include several significant findings
The Importance of Entrepreneurship Education
Positive Influence of Education Program
Involvement of Related Parties
Important Role of Lecturers
Impact of Entrepreneurship Education	
10	 (Stadler et al., 2022)	The method used in this research is Interpretative Phenomenological Analysis (IPA).	This research highlights the importance of government policies and partnerships in supporting the provision and accessibility of entrepreneurship education in vocational education institutions.
The research also emphasizes the need to improve the entrepreneurial ecosystem in order to advance entrepreneurship education.	
11	 (Lahikainen et al., 2019)	In this study, the researcher used thematic conversational interviews as the primary data source.	The results and discussion of this study include several essential findings:
Contradictions in the implementation of the university's social interaction mission as part of the academic entrepreneurship mission.
Entrepreneurship Education Practice must be embedded in the character of students.
To create a successful and sustainable entrepreneurial university ecosystem, it is necessary to create networking and peer support mechanisms in addition to financial support.
and peer support in addition to financial support.	
12	 (Pandit et al., 2018)	The methods used in this study include the development of a survey instrument to measure Intellectual Entrepreneurship (EI) scores and confirmatory factor analysis (CFA).	Students who are exposed to an explicit learning process on entrepreneurial concepts tend to have higher EI scores compared to students from other majors.	
13	(Choi & Markham, 2019)	The method used in this research is semi-structured interviews	Some of the critical points identified in this research include
Entrepreneurial Leadership
Student-focused
Community Engagement
Decentralized Structure
The discussion from this study emphasizes the importance of universities in creating students who have an entrepreneurial mindset for the corporate world.	
14	(Nguyen et al., 2022)	In this study, researchers used an automated content analysis approach and complex algorithms to evaluate strategic documents.	Australian higher education institutions are taking more substantial action to address all of the essential components of the S.E.C.RE.T. framework. Some pillars, such as community connections and commercialization, as well as the development of resources and support mechanisms, could be	

Figure 3. Method chart and year of publication

Based on Table One and Figure 3 it can be concluded that this study used 14 extracted articles. Of the 14 articles, various research methods were used, including SLR, Quantitative and Qualitative Approaches. The research is used to conclude how the role of entrepreneurship education in shaping the Entrepreneurial Ecosystem.

The Role of Entrepreneurship Education in Shaping the Entrepreneurial Ecosystem
The role of entrepreneurship education in shaping the entrepreneurial ecosystem is vital in developing a dynamic and sustainable ecosystem A well-managed entrepreneurship education system that exists, it can form a good Entrepreneurial Ecosystem because students who come from a supportive entrepreneurship education ecosystem tend to have a higher intensity of entrepreneurial intentions than students who are not involved in entrepreneurship education (Patrício & Ferreira, 2023).
The first role of entrepreneurship education is to help create qualified entrepreneurs with the necessary knowledge, skills, and attitudes to succeed in the entrepreneurial world. These qualified entrepreneurs form the backbone of an innovative and productive entrepreneurial ecosystem (García-Castanedo et al., 2024). It then drives innovation by teaching individuals to identify market opportunities, develop unique value, and create impactful solutions. This focus on innovation contributes to the dynamism and competitiveness of the entrepreneurial ecosystem as a whole (Ilie & Budac, 2023b).
In practice, entrepreneurship education often provides opportunities to network with experienced entrepreneurs, industry professionals, investors, and mentors. These connections help individuals access resources, expertise, and support within the ecosystem, encouraging collaboration and knowledge exchange (Solesvik & Westhead, 2019). All of these activities are then supported by practical skills such as business planning, marketing, financial management, and networking that are essential for starting and growing a successful venture. These skills empower individuals to transform their ideas into viable businesses within the entrepreneurial ecosystem, thereby shaping entrepreneurial attitudes that include creativity, innovation, critical thinking skills, and the ability to overcome challenges. This attitude is essential to navigate the challenging and uncertain entrepreneurial journey.
In addition, entrepreneurship education also plays a role in providing support and guidance to aspiring entrepreneurs in developing business ideas, designing solid business models, and managing risks. This support helps individuals plan and execute the steps necessary for success in the entrepreneurial ecosystem.
Entrepreneurship education has considerable influence in expanding university entrepreneurship ecosystems to support underrepresented communities/individuals (Lahikainen et al., 2019). Future entrepreneurship education programs should be contextualized according to needs, focusing on personal development and growth through active and experimental pedagogy.
Key actions to be taken to Establish Entrepreneurial Ecosystem in Entrepreneurship Education
In taking action on entrepreneurship education it is important to consider the six keys in the university entrepreneurship ecosystem, including education and learning, multidisciplinary approaches, culture, resources, stakeholders, and infrastructure.
Adjusting entrepreneurship education starting from the curriculum and the concept so that it is relevant. Entrepreneurship education should include skills and knowledge that are relevant to market demands and the needs of the entrepreneurial ecosystem. This emphasizes the importance of integrating a curriculum that is in line with industry and market needs. Pay attention to collaboration between universities and existing industries because collaboration between educational institutions, industry, government, and local communities is identified as key to building a strong entrepreneurial ecosystem (Nguyen et al., 2022). This cooperation can create networks that support business growth and innovation.
It is building an entrepreneurial culture that supports measured risk-taking, resilience, and a passion for trying new things. This culture can create an environment that facilitates business growth and innovation (Lahikainen et al., 2019).
Noting the importance of entrepreneurial leadership on the part of university administration and faculty is critical in creating a culture of industry engagement and administrative support for entrepreneurship programs.
Conducting entrepreneurship education through a student-centred approach by providing entrepreneurship education opportunities for students through courses, extracurricular activities, internships, and career development programmers improves students' readiness for entrepreneurial roles (Gheorghiu et al., 2021).
Entrepreneurship education in action should also consider support from the government. Government initiatives, such as funding for technical and business programmers, research, and policy support, contribute to the growth of existing formal entrepreneurship education.

CONCLUSION

Through this article, it is found that the role of entrepreneurship education on the Entrepreneurial Ecosystem is that overall, entrepreneurship education plays a key role in shaping the entrepreneurial ecosystem by helping to produce quality entrepreneurs, encouraging innovation, building networks and collaborations, teaching business skills, encouraging entrepreneurial attitudes, and providing support and mentorship to aspiring entrepreneurs. By investing in entrepreneurship education, universities, and other educational institutions make a significant contribution to the development and sustainability of a vibrant entrepreneurial ecosystem.
In addition, in its implementation, there are several actions that must be taken to build an Entrepreneurial Ecosystem through entrepreneurship education, including adjustment and relevance of education to students, developing student-centered entrepreneurship education models, paying attention to cooperation with faculties, universities, government, and industry to get adequate facilities and access to develop entrepreneurship education better so that the entrepreneurial ecosystem can also be achieved well.
Based on this research, suggestions that can be made are to improve the project-based learning model so that students can gain experience in the context of everyday life. Expanding partnerships with various sectors, both between universities, government and the industrial world to facilitate the formation of an entrepreneurial environment.

REFERENCES

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Derera, E., Croce, F., Phiri, M., & O’Neill, C. (2020). Entrepreneurship and women’s economic empowerment in Zimbabwe: Research themes and future research perspectives. The Journal for Transdisciplinary Research in Southern Africa, 16(1), 1–13. 
Elnadi, M., & Gheith, M. H. (2021). Entrepreneurial ecosystem, entrepreneurial self- efficacy, and entrepreneurial intention in higher education: Evidence from Saudi Arabia. International Journal of Management Education, 19(1), 100458. 
Fatoki, O. (2014). The entrepreneurial intention of undergraduate students in South Africa: The influences of entrepreneurship education and previous work experience. Mediterranean Journal of Social Sciences, 5(7), 294–299. 
Ferreira, J. J., Ratten, V., & Dana, L.-P. (2017). Knowledge spillover-based strategic entrepreneurship. International Entrepreneurship and Management Journal. 
García-Castanedo, J., Corrales-Garay, D., Rodríguez-Sánchez, J.-L., & González-Torres, T. (2024). The ideathon as an instrument for entrepreneurial education in university contexts. International Journal of Management Education, 22(1). 
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Isenberg, D. J. (2010). The big idea: How to start an entrepreneurial revolution. Harvard Business Review, 88(6).
Jardim, J., Bártolo, A., & Pinho, A. (2021). Towards a global entrepreneurial culture: A systematic review of the effectiveness of entrepreneurship education programs. Education Sciences, 11(8). 
Kakouris, A., & Liargovas, P. (2021). On the About/For/Through Framework of Entrepreneurship Education: A Critical Analysis. Entrepreneurship Education and Pedagogy, 4(3), 396–421. 
Kamioka, H. (2019). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement. Japanese Pharmacology and Therapeutics, 47(8), 1177–1185.
Keat, O. Y., Selvarajah, C., & Meyer, D. (2011). Inclination towards entrepreneurship among university students : An empirical study of Malaysian university students. International Journal of Business and Social Science, 2(July 2015), 206–220. 
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Lux, A. A., Macau, F. R., & Brown, K. A. (2020). Putting the entrepreneur back into entrepreneurial ecosystems. International Journal of Entrepreneurial Behaviour and Research, 26(5), 1011–1041. 
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Mason, Colin; Brown, R. (2014). Entrepreneurial Ecosystems and Growth Oriented Entrepreneurship. Oecd, 1–38.
Mason, C., & Brown, R. (2014). Entrepreneurial Ecosystems and Growth Oriented Entrepreneurship. Oecd, 1–38.
Nguyen, Q. A., Maritz, A., & Millemann, J. A. (2022). Entrepreneurship imperatives in higher education institutions: The case of Australian universities. Industry and Higher Education, 36(5), 493–511. 
O’Brien, E., M. Cooney, T., & Blenker, P. (2019). Expanding university entrepreneurial ecosystems to under-represented communities. Journal of Entrepreneurship and Public Policy, 8(3), 384–407. 
Pandit, D., Joshi, M. P., & Tiwari, S. R. (2018). Examining Entrepreneurial Intention in Higher Education: An Exploratory Study of College Students in India. Journal of Entrepreneurship, 27(1), 25–46. 
Patrício, L. D., & Ferreira, J. J. (2023). Aligning entrepreneurial universities’ HEInnovate dimensions with entrepreneurs’ needs: A graduate entrepreneur-centered perspective. International Journal of Management Education, 21(3). 
Razak, N. A., Razak, N. A., & Rifim, S. A. M. (2024). Breaking Barriers: An Exploration of Women’s Entrepreneur in Malaysia. International Journal of Religion, 5(1), 118– 123. 
Rocha, R. G., Paço, A. D., & Alves, H. (2024). Entrepreneurship education for non- business students: A social learning perspective. International Journal of Management Education, 22(2). 
Solesvik, M., & Westhead, P. (2019). Fostering of entrepreneurship competencies and entrepreneurial intentions in a weak ecosystem. Foresight and STI Governance, 13(4), 60–68. 
Stadler, A., Alberton, A., & Smith, A. M. J. (2022). Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education. Journal of Small Business and Enterprise Development, 29(4), 645–662.
Suguna, M., Sreenivasan, A., Ravi, L., Devarajan, M., Suresh, M., Almazyad, A. S., Xiong, G., Ali, I., & Mohamed, A. W. (2024). Entrepreneurial education and its role in fostering sustainable communities. Scientific Reports, 14(1), 1–13. 
Talukder, S. C., Lakner, Z., & Temesi, Á. (2024). Development and State of the Art of Entrepreneurship Education: A Bibliometric Review. Education Sciences, 14(3), 295. 
Tufanaru, C., Munn, Z., Aromataris, E., Campbell, J., & Hopp, L. (2019). Chapter 3: Systematic Reviews of Effectiveness. JBI Reviewer’s Manual, 2020. 
Vivekananth, S., Indiran, L., & Kohar, U. H. A. (2023). The Influence of Entrepreneurship Education on University Students’ Entrepreneurship Self-Efficacy and Entrepreneurial Intention. Journal of Technical Education and Training, 15(4), 129–142. 
Zobnina, M., Korotkov, A., & Rozhkov, A. (2019). Structure, challenges and opportunities for development of entrepreneurial education in Russian universities. Foresight and STI Governance, 13(4), 69–81. 
Ayala-Gaytán, E., Villasana, M., & Naranjo-Priego, E. E. (2024). University Entrepreneurial Ecosystems and Graduate Entrepreneurship. Journal of Entrepreneurship. 
Cantner, U., Cunningham, J. A., Lehmann, E. E., & Menter, M. (2021). Entrepreneurial ecosystems: a dynamic lifecycle model. Small Business Economics, 57(1), 407–423.
Choi, J.-I., & Markham, S. (2019). Creating a corporate entrepreneurial ecosystem: The case of entrepreneurship education in the RTP, USA. Journal of Open Innovation: Technology, Market, and Complexity, 5(3). 
Correia, M. P., Marques, C. S., Silva, R., & Ramadani, V. (2024). Academic Entrepreneurship Ecosystems: Systematic Literature Review and Future Research Directions. In Journal of the Knowledge Economy (Nomor 0123456789). Springer US. 
Derera, E., Croce, F., Phiri, M., & O’Neill, C. (2020). Entrepreneurship and women’s economic empowerment in Zimbabwe: Research themes and future research perspectives. The Journal for Transdisciplinary Research in Southern Africa, 16(1), 1–13. 
Elnadi, M., & Gheith, M. H. (2021). Entrepreneurial ecosystem, entrepreneurial self- efficacy, and entrepreneurial intention in higher education: Evidence from Saudi Arabia. International Journal of Management Education, 19(1), 100458. 
Fatoki, O. (2014). The entrepreneurial intention of undergraduate students in South Africa: The influences of entrepreneurship education and previous work experience. Mediterranean Journal of Social Sciences, 5(7), 294–299. 
Ferreira, J. J., Ratten, V., & Dana, L.-P. (2017). Knowledge spillover-based strategic entrepreneurship. International Entrepreneurship and Management Journal. 
García-Castanedo, J., Corrales-Garay, D., Rodríguez-Sánchez, J.-L., & González-Torres, T. (2024). The ideathon as an instrument for entrepreneurial education in university contexts. International Journal of Management Education, 22(1). 
Gheorghiu, G., Spătariu, E. C., Soric, C. O., Ștefan, M., & Bunghez, C. L. (2021). Creating a sustainable entrepreneurial ecosystem at higher education institution level. Economic Computation and Economic Cybernetics Studies and Research, 55(2), 265–280. 
Hasan, H. A. (2020). Pendidikan Kewirausahaan: Konsep, Karakteristik, dan Implikasi Dalam Memandirikan Generasi Muda. Jurnal Kajian Islam Kontemporer, 11(1), 99– 111.
Ilie, L., & Budac, C. (2023a). Entrepreneurial Ecosystems and the Catalytic Role of Universities. Studies in Business and Economics, 18(3), 163–175. 
Ilie, L., & Budac, C. (2023b). Entrepreneurial Ecosystems and the Catalytic Role of Universities. Studies in Business and Economics, 18(3), 163–175. 
Isenberg, D. J. (2010). The big idea: How to start an entrepreneurial revolution. Harvard Business Review, 88(6).
Jardim, J., Bártolo, A., & Pinho, A. (2021). Towards a global entrepreneurial culture: A systematic review of the effectiveness of entrepreneurship education programs. Education Sciences, 11(8). 
Kakouris, A., & Liargovas, P. (2021). On the About/For/Through Framework of Entrepreneurship Education: A Critical Analysis. Entrepreneurship Education and Pedagogy, 4(3), 396–421. 
Kamioka, H. (2019). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement. Japanese Pharmacology and Therapeutics, 47(8), 1177–1185.
Keat, O. Y., Selvarajah, C., & Meyer, D. (2011). Inclination towards entrepreneurship among university students : An empirical study of Malaysian university students. International Journal of Business and Social Science, 2(July 2015), 206–220. 
kuhlthau, C. collier. (2002). Teaching The Library Research Process. Scarecrow Press Inc.
Lahikainen, K., Kolhinen, J., Ruskovaara, E., & Pihkala, T. (2019). Challenges to the development of an entrepreneurial university ecosystem: The case of a Finnish university campus. Industry and Higher Education, 33(2), 96–107. 
Lux, A. A., Macau, F. R., & Brown, K. A. (2020). Putting the entrepreneur back into entrepreneurial ecosystems. International Journal of Entrepreneurial Behaviour and Research, 26(5), 1011–1041. 
Maroufkhani, P., Wagner, R., & Wan Ismail, W. K. (2018). Entrepreneurial ecosystems: a systematic review. Journal of Enterprising Communities, 12(4), 545–564. 
Mason, Colin; Brown, R. (2014). Entrepreneurial Ecosystems and Growth Oriented Entrepreneurship. Oecd, 1–38.
Mason, C., & Brown, R. (2014). Entrepreneurial Ecosystems and Growth Oriented Entrepreneurship. Oecd, 1–38.
Nguyen, Q. A., Maritz, A., & Millemann, J. A. (2022). Entrepreneurship imperatives in higher education institutions: The case of Australian universities. Industry and Higher Education, 36(5), 493–511. 
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