ISSN: 2226-6348
Open access
Entrepreneurship learning in higher education should focus on developing students’ practical entrepreneurial skills and enhancing their ability to think critically and apply what they have learned. In light of the different needs that students have to learn and the various intentions they have concerning entrepreneurship, it is crucial to determine and close specific competency gaps before designing and implementing an educational intervention. The purpose of this study was to identify higher education students’ needs across six domains to inform the development of the Role-Playing Based Entrepreneurship Learning Module (RPB-ELM) include (i) entrepreneurial concepts and mindset; (ii) business opportunity identification and market research; (iii) business model development and planning; (iv) financial literacy and resource management; (v) marketing, branding and customer acquisition; and (iv) leadership, teamwork and problem-solving. This study applying Phase 1-Need Analysis in Design and Development Research (DDR) approach consists of a quantitative needs analysis. A five-point Likert-scale questionnaire was completed by 50 higher education students from Shandong, China. The data was analyzed by using descriptive statistics, i.e. mean, standard deviation, percentage and ranking. Overall, the students showed a moderately high level of need (M = 3.439, SD = 0.761). Financial Literacy and Resource Management ranked highest (M = 3.596, SD = 0.866), followed by Leadership, Teamwork and Problem-Solving (M = 3.484, SD = 0.915) and Business Model Development and Planning (M = 3.428, SD = 0.854). Opportunity Identification and Market Research ranked lowest but remained moderately high (M = 3.336, SD = 0.871). Findings fit within a body of previous research advocating for an experiential, simulation-based and needs-responsive approach to entrepreneurship education. Students need practical exercises that allow them to practice financial decisions, leadership, problem solving, business planning and above all, real and authentic entrepreneurship. The identified needs of entrepreneurs in training provide empirical support for the RPB-ELM.
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