Entrepreneurship Education Ecosystem in India: Current Practice and Proposed Framework

Sana Shawl
Research Scholar, Department of Management Studies, University of Kashmir, Srinagar, Jammu and Kashmir, India. E-mail: sanashawll@gmail.com

The purpose of this study is to evaluate the cognitive development and expertise of entrepreneurs and the impact thereof on the success of entrepreneurship. The existing theory on success factors for entrepreneurs is lacking in relation to the cognitive development and expertise of entrepreneurs. A qualitative research in the form of semi-structured interviews with experienced entrepreneurs was conducted. Data analysis and interpretation were undertaken using thematic analysis. The findings revealed that experienced entrepreneurs are characterized by enhanced quality of thinking and depth of processing information. This gives them the capability to schematically map interconnections by identifying problems and designing solutions for complex opportunities. In addition, it appears that experience is compulsory for novices to develop into experts. Consequently, a prolonged duration of exposure is required for novices to develop expertise. An evaluation of faster and effective methods of transferring entrepreneurship experience is necessary to expedite expertise.

Introduction
The belief that entrepreneurs are born and cannot be made does not hold good anymore. Although many would argue that an entrepreneurial spirit is inborn and entrepreneurship cannot be taught as a subject to inculcate entrepreneurial skills among individuals, entrepreneurship education has achieved a global status for itself, offered in both developed and developing countries. According to "Special Report: A Global Perspective on Entrepreneurship Education and Training", GEM, 2008, entrepreneurship education is broadly defined as, "The building of knowledge and skills for the purpose of entrepreneurship, generally as part of recognized education programs at primary, secondary or tertiary-level educational institutions."

Entrepreneurial skills include 'soft' skills, such as persistence, networking, problemsolving, teamwork, communication, leadership, decision making, self-confidence on the one hand and 'enabling' skills on the other hand, such as basic business knowledge, business planning, financial literacy, technical and managerial skills. An effective entrepreneurship education policy is a prerequisite for any economy aiming to develop the entrepreneurial skills among its people, the broader objective of which is not only to increase the number of individuals starting their own ventures, but also to develop an entrepreneurial culture which in turn can help fulfill the socioeconomic objectives of a nation.

Entrepreneurship as a key driver of economic growth and a backbone of economic development has largely inspired the development of entrepreneurship as a field of study in business courses across the globe (Arthur et al., 2012). Entrepreneurship education has a multiplier effect demonstrated as shown in Figure 1.

Literature Review

Researchers argue that entrepreneurship development is the central focus of many governments across the world (Hannon, 2006; and Minniti and Levesque, 2008). It has also been argued that policy-makers recognize the importance of entrepreneurship education and training as "an effective mechanism for fostering the entrepreneurial activities" (Martinez et al., 2010). This conducive policy environment has contributed to a number of programs being offered in entrepreneurship in various forms globally (Atherton, 2004; Fayolle, 2004; Hytti and O'Gorman, 2004; and Klapper, 2004). Casson (2000) argues that every individual within the contemporary economy can be an entrepreneur and some other researchers claim that entrepreneurship education and training should be imparted to each and every individual (Gibb, 2002). It has, however, proven to be very difficult for nations to validate the contribution of entrepreneurship education to the economy.

Matlay (2008) made an attempt to investigate the effect of entrepreneurship education on entrepreneurial outcomes. He took a cohort of 64 graduate entrepreneurs from 8 higher education institutes in the UK who had undertaken entrepreneurship education courses. The researcher conducted semi-structured interviews from year 1997 to 2006 to assess the progression of these students from their graduation to entrepreneurial journey. The results suggest that there is a mismatch between needs for entrepreneurship education and actual learning outcomes with regard to entrepreneurial skills, knowledge and attitudes. However, it has been observed that these graduate entrepreneurs are usually satisfied with the result of entrepreneurship education.

Researchers have differentiated entrepreneurship education from general education arguing that entrepreneurship education focuses on developing entrepreneurial skills and fostering entrepreneurship (Verheul et al., 2001). Robinson and Sexton (2002) studied the impact of education on individuals taking up entrepreneurial activities. It has been found that general education exerts a strong impact on entrepreneurship leading to success. Dickson et al. (2008) investigated the relationship between general education, specific types of entrepreneurship education and entrepreneurial activities. It is found that there exists a strong relationship between general education and several entrepreneurial success measures. The results are, however, ambiguous with regard to the link between general education and the choice to become an entrepreneur. The results having a linkage between specific entrepreneurship education programs and entrepreneurship, although less clear, suggest a positive relationship between such education and choice to become an entrepreneur and subsequently entrepreneurial success. Experience has a similar relationship although not as strong. However, the relationship between entrepreneurship education and economic performance is not really clear. Instead, attainment of higher education in a general form has been found to be more common among entrepreneurs than education specifically targeted towards entrepreneurship (Bennett and Dann, 2000). Many studies reveal that entrepreneurs of developed countries show higher success rates only when they have attained higher levels of education (Lee, 1997; Foley and Griffith, 1998; Van der Sluis et al., 2003; and Leffler and Svedberg, 2005) and such effect is more pronounced when higher education is coupled with experience (Scott et al., 1998). Further, a relationship has been found between higher education levels and start-up activities among the countries that generally contribute to the Global Entrepreneurship Monitor (GEM) study (Minniti et al., 2006). It has also been observed that the entrepreneurs who have attained general higher education levels gain better access to capital which in turn contributes to their performance (Parker and van Praag, 2006).

In such cases, general higher education and not the entrepreneurship education contributes to the success and performance of businesses.

Another group of researchers have found that entrepreneurial tendencies and behavior are strongly affected by entrepreneurship education (Sexton and Bowman, 1983; Kolvereid and Moen, 1997; and Henderson and Robertson, 1999). Further, studies have found links existing between entrepreneurship, education and personality characteristics (Luthje and Franke, 2002) while some others revealed a link to personal cognitive infrastructure (Krueger, 2000; and Mitchell et al., 2002). Entrepreneurial cognition tends to be strengthened by factors other than education such as cultural and social values (Mitchell et al., 2002). Karanja et al. (2016) state that the entrepreneurial curriculum significantly contributes in influencing an entrepreneurial mindset among the students subjected to entrepreneurship education.

Research Gap and Problem Statement

Though researchers agree that entrepreneurship education is being imparted to inculcate entrepreneurial skill among individuals but the impact of such educational initiatives is highly debatable. This review brings the fact to us that much literature is focused on western countries and very few studies have been conducted on entrepreneurship education in the Indian context. Thus, there is a need for studying the overall entrepreneurship education ecosystem in India in a holistic manner. Moreover, as the review suggests that many researchers argue that higher education leads to better entrepreneurial outcome than specific entrepreneurship education, specific entrepreneurship education is nowadays being imparted at higher education level which needs to be examined in this background. This paper, therefore, addresses these needs and makes an attempt to study entrepreneurship education ecosystem across all levels in the country. In addition to this, the paper studies the challenges faced by entrepreneurship education in India and suggests a working framework for improving entrepreneurship education ecosystem in the country leading to a better entrepreneurial ecosystem, ultimately translating into sustainable economic development which is considered to be an important policy objective of the nation.

Objective

The present study aims to achieve the following objectives:

• To study the entrepreneurship education ecosystem across various levels in India.
• To understand the challenges faced by entrepreneurship education in India.
• To propose a framework for improving entrepreneurship education ecosystem in India.

Data and Methodology

To achieve the stated objectives, the research design adopted in the present study is exploratory. Data is collected from secondary sources such as journals, published national as well as international reports and websites of universities and other institutes engaged in entrepreneurship education.

Entrepreneurship Education Ecosystem in India

Ignoring such controversies on whether entrepreneurship education leads to entrepreneurial activities in an economy or not, many top business schools offer entrepreneurship education to the students of management in order to teach them entrepreneurial skills, thereby making an effort to build an entrepreneurial culture in a nation. Developing entrepreneurship as a field of study has been primarily driven by the recognition of entrepreneurship as an important tool for generating economic growth.

Entrepreneurship has been strongly encouraged in Indian economy after the move of liberalization in the 1990s by reducing the entry barriers for start-ups, reducing capital constraints for them and establishing institutions for the development of entrepreneurial talent. The transition of economy from being agrarian into one that has remarkable contribution from other sectors has highlighted the crucial role of education to develop entrepreneurial competencies among individuals thereby enabling entrepreneurial activities in these emerging sectors. Among other factors necessary for entrepreneurship development, an effective entrepreneurship education ecosystem has become the focus of many developing economies. It is important to realize the significance of entrepreneurship education for the economic upliftment of an emerging economy such as India (Todd and Javalgi, 2007). Entrepreneurship education and training is imparted across various levels in India in order to foster entrepreneurship with the ultimate objective of achieving balanced socioeconomic development.

Role of Government in Developing Entrepreneurial Skill at the School Level

The Government of India plays an important role in inculcating entrepreneurial skill among individuals right from the school level with the ultimate objective of building an effective start-up ecosystem in the country. It has setup the Atal Innovation Mission (AIM) at NITI Aayog. With the mission of transforming India into an innovative country, AIM established a network of Atal Tinkering Laboratories (ATL) in the schools. ATL is a workspace where entrepreneurial and innovation skills are inculcated among the school students by encouraging 'Do It Yourself' type of projects aiming to foster curiosity, creativity and imagination in young minds. ATLs are established in schools (Grade VI-XII) managed by government, local body or private trusts/society. AIM has selected 2,441 schools across India to establish ATLs and these innovation workspaces equipped with state-of-the-art technologies have exposed the students to technology platforms where students have already started designing prototype solutions and creative projects such as better irrigation management, waste management and sensor-based solutions in such labs. As per the GEM report (2016), India ranks at 10th place in school-level entrepreneurship education among the 65 nations that contribute to GEM study. Government initiatives like Atal Tinkering Labs can go a long way in helping young individuals realize their entrepreneurial tendencies and developing a strong entrepreneurial culture.

Role of Higher Education Institutions in Entrepreneurship Education

Entrepreneurship education has proven to be effective globally at the higher education level, where students pursue short-term as well as long-term courses in entrepreneurship and participate in entrepreneurship focused projects and activities. According to Entrepreneurship Policy Framework suggested by UNCTAD, it is important to expose students to entrepreneurship education before they choose their specialization in the university.

The higher education system in India exhibits an increasing trend to develop entrepreneurial capabilities among students by offering entrepreneurship as a core subject in business education. Full-time entrepreneurship courses are being offered by many institutes like IIMs, IISc Bangalore, XLRI, NMIMS, ISB Hyderabad and other institutes of good repute. Initiatives are being taken by universities to help the students gain the necessary skill and confidence to translate their business ideas into a real business opportunity. Incubation centers are also growing in number in Indian universities and autonomous organizations which not only help the budding start-ups with the basic business skills but offer a complete hand-holding by providing services like co-working space, access to markets and finance, networking opportunities and help with regulatory compliance.

The entrepreneurship education ecosystem in India has effectively promoted the concept of Faculty-Student Collaboration which brings together faculty members and students to work on their own business ideas. IITs lead this collaborative trend across India including Mumbai, Delhi, Chennai, Kharagpur and Hyderabad. IIT Madras Incubation Cell (IITMIC) recognized as Technology Business Incubator by National Science and Technology Entrepreneurship Development Board (NSTEDB), has incubated 91 companies founded by collaboration between students and the faculty. Even in the technology startups incubated in IITMIC, the faculty members are seen as founders or minority shareholders. At Society for Innovation and Entrepreneurship (SINE), IIT Bombay, more than 40% of the business projects are joint ventures between faculty and students. IIT Hyderabad has also incubated successful startups based on faculty-student collaboration.

Recognizing the role of networking and knowledge partnership in entrepreneurship development, N S Raghavan Center for Entrepreneurial Learning of IIM Bangalore (NSRCELIIMB) has conducted international collaboration projects. The Global Entrepreneurship Monitor (GEM) Project with the London Business School, Kaufmann Foundation, and Babson College has been a major one. Likewise, IIM Calcutta's entrepreneurship cell is globally known for holding the biggest business plan contest in Asia, i2I-ideas to implementation in collaboration with Yale University's Yale Entrepreneurial Society (YES).

The well reputed institutes play a significant role in creating a vibrant startup ecosystem in India by promoting innovative entrepreneurial activities in their incubation facilities. At NSRCEL-IIMB, the eligibility for aspiring entrepreneurs to be a part of incubation center is to fulfill the "3 I" criteria of being innovative, impact making and implementable. The Innovation Center at International Institute of Information Technology, Bangalore offers short and medium term programs like Cube, Axle and Nova to provide end-to-end incubation services to the potential ventures. IIIT-B Innovation Center, an open incubator selects startups on the basis of three criteria; Novel (originality in the business idea), Non-Trivial (ability to create entry barrier for the competitor) and Useful (ability to turn an idea into a commercial offering within 18-24 months). The Entrepreneurship Development Cell, IIT Delhi strives hard to develop a sustainable entrepreneurship ecosystem in the country by creating a wide range of entrepreneurial resources with easy access to aspiring entrepreneurs, through fun filled yet highly educating sessions like Startup Showcases, Business Plan Competitions, eTalks and so on.

Role of Entrepreneurship Development Institutes in Entrepreneurship Education

Government of India has established entrepreneurship development institutes in different states of the country with the aim of developing entrepreneurial talent and enabling effective entrepreneurship. The notable ones like National Institute of Entrepreneur and Small Business Development (NIESBUD), Entrepreneurial Development Institute of India (EDII), Indian Institute of Entrepreneurship (IIE) conduct Entrepreneurship Development Programs (EDPs) through a team of trainers who provide training to potential entrepreneurs to help them establish their own ventures by imparting necessary knowledge and skill about the important aspects of business. The entrepreneurial skills are imparted to trainees through experientiallearning by simulation method, structured discussions, motivation sessions and business plan trainings. In order to cater to the specific needs of aspiring entrepreneurs across different sectors, sector-specific trainings are conducted by the entrepreneurship development institutes in collaboration with industry.

Challenges to Effective Entrepreneurship Education in India

Although India has exerted tremendous effort in developing entrepreneurship through educational initiatives across various levels, there are several challenges to building an effective entrepreneurship education ecosystem. Entrepreneurship as an academic subject is yet to achieve the status of a preferred course among business students of the country. Shankar (2012) argues that this is the reason strong enough for many educational institutions to offer entrepreneurship only as a co-curricular or extra-curricular program. He identifies six primary obstacles to teaching entrepreneurship in India:

1. Lack of institutionalization
2. Lack of indigenous experience
3. Lack of trained teachers
4. Short-term focus on results
5. Limitations with pedagogy
6. Subject not considered as core

It has been observed that in India entrepreneurship education is promoted more at the higher education level than at the school level which acts as a barrier to developing an entrepreneurial mindset among individuals from an early stage. The educational institutes that offer business education with a special focus on student entrepreneurship have not developed a satisfactory entrepreneurial curriculum for inculcating entrepreneurial skill as well as spirit among students (Dutta, 2012; and Mutsuddi, 2012). Moreover, it has been observed that there is a lack of entrepreneurship education and training for non-business students at higher education level as an entrepreneurship course is still mostly offered in business and economics studies, and to a small extent to engineering students.

While the economic development of a country largely depends on rural development, the environment faced by rural entrepreneurs in India is not conducive to entrepreneurship development. The reasons may be lack of awareness of the entrepreneurial opportunities and low level of entrepreneurial skill among the rural populace (Saxena, 2012).

In this existing scenario, the challenge is to expand the scope and focus of entrepreneurship education in India and adopt a robust and innovative approach in redesigning the education system for better entrepreneurial outcome.

Proposed Framework for Effective Entrepreneurship Education Ecosystem

The different stakeholders in India have come forward to nurture the entrepreneurial mindset of youth but there is a tremendous scope of improvement as well as a need for building a more conducive educational ecosystem. In this context, the author suggests a framework to enable an effective entrepreneurship education ecosystem in the country.

In developing economies like India, after attaining primary level education the enrolment rates may come down which emphasizes the priority of considering entrepreneurship from an early stage. Thus, much focus should be on developing entrepreneurial awareness and behavior at primary level through innovative approaches. Lessons should be learnt from educational initiatives taken globally. In collaboration with the Kauffman Foundation, Disney's Hot Shot Business online game has achieved remarkable success in teaching children aged 9-14 years about the exciting field of entrepreneurship, reaching more than 20 million young people annually.

Maria et al. (2017) argues that entrepreneurial skill can be inculcated among individuals at the elementary school level. The Mexican sub-program "My First Company: Entrepreneurship by Playing" was the Educational Experience (EE) which showed the importance of subjecting an individual to entrepreneurship at an early stage. The researcher argues that educational experience can go a long way in improving the socioeconomic situation of individuals and enhancing the entrepreneurial tendencies specifically so in developing countries.

Outside of the formal education system, informal training programs should be targeted at rural and underserved groups to promote entrepreneurial spirit and inculcate entrepreneurial skill across communities. As per UNCTAD Entrepreneurship Policy Framework, extracurricular activities for students like visits to businesses should be undertaken as such practices have yielded beneficial results in some countries.

At university level, more efforts should be made in establishing and developing incubation centers where worthy business ideas should be incubated. Universities should develop their own network of mentors available to provide expert guidance to start-ups. Entrepreneurship education should not be limited to business students but efforts should be made by universities to promote such education across disciplines by offering entrepreneurship as a core subject. Onuma (2016) states that entrepreneurship education is imperative across all disciplines. Moreover, effective entrepreneurship curriculum should be developed which not only focuses on teaching basic entrepreneurial skills but also encourage experiential learning techniques and customized sector-oriented training programs. Karanja et al. (2016) suggested that entrepreneurship curriculum should focus on case studies, enable partnering with businessmen, and accessing role models to acquaint students with technological and other important aspects related to business.

Online and part-time training courses should be conducted to target those aspiring entrepreneurs who may find it difficult to undertake a regular course. Trainees' peer network should be developed to bring together committed entrepreneurs under one platform which may further enable effective entrepreneurship through networking effects. Awareness should be created about the online learning resources available to aspiring entrepreneurs free of cost.

Private enterprises should collaborate with entrepreneurship development centers and institutes involved in entrepreneurship education and training. Such collaboration with private enterprises can guide the potential start-ups in launching their own business enterprises and solve real business problems. Government should encourage such collaboration by means of incentives. Furthermore, government should invest in training the teachers and trainers imparting entrepreneurship education, necessary for meaningful and result-oriented entrepreneurship education.

Conclusion

India is becoming a breeding ground for startups due to the economic benefits attached to the entrepreneurial activities of such startups. In order to expand the entrepreneurial activity, entrepreneurship education is being offered across various levels in the country. Research provides conflicting evidence on whether such educational interventions actually promote entrepreneurial outcome as it has been difficult to substantiate the contribution of entrepreneurship education to the economy. Ignoring such controversies, the education ecosystem in India has witnessed an increasing number of entrepreneurship education and training programs. The result-oriented and innovative approaches have been adopted by government and educational institutions in imparting entrepreneurship education. However, entrepreneurship is yet to enjoy the status of a preferred course among students and potential entrepreneurs, calling for an urgent need to improve the relevance of the existing educational programs. This paper proposes a working framework, subject to further research for redesigning the entrepreneurship education ecosystem in the country in order to achieve better entrepreneurial outcome, thereby leading to sustainable economic development.

Limitations and Scope for Future Research: Since the paper is conceptual in nature, the limitation in the same is that the researcher has not conducted any empirical analysis. It provides a holistic view about the present entrepreneurship education ecosystem in the country and thus offers an opportunity to researchers in this area to empirically evaluate the effectiveness of the entrepreneurship education initiatives undertaken across different levels that is the training and skill development programs being offered to potential entrepreneurs at primary, secondary and tertiary level in future course of time.

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