BRIDGING THEORY AND PRACTICE: DO BUSINESS PROGRAMS PREPARE STUDENTS FOR ENTREPRENEURSHIP

Norzamziah Afzainizam; Bitco Shahannah Kyla; Athirah Syafiqah Hamsuddin; Siti Aisyah Mazlan; Azira Husain

doi:10.33102/m5ph3b84

Authors

Norzamziah Afzainizam Department of Business Studies, University College TATI, Kemaman, Terengganu, Malaysia. Author
Bitco Shahannah Kyla Department of Business Studies, University College TATI, Kemaman, Terengganu, Malaysia. Author
Athirah Syafiqah Hamsuddin Department of Business Studies, University College TATI, Kemaman, Terengganu, Malaysia. Author
Siti Aisyah Mazlan Faculty of Business Management, UniSZA, Malaysia Author
Azira Husain Department of Business Studies, University College TATI, Kemaman, Terengganu, Malaysia. Author

DOI:

https://doi.org/10.33102/m5ph3b84

Keywords:

Entrepreneurship education, practical learning, entrepreneurial confidence, entrepreneurial readiness, business students

Abstract

Entrepreneurship education is increasingly expected to equip university students with the knowledge, practical capabilities, and confidence required to respond effectively to entrepreneurial and professional challenges. However, previous studies have largely focused on entrepreneurial intention rather than students’ actual preparedness to undertake entrepreneurial activities. This study examines the effects of practical learning and entrepreneurship education on entrepreneurial confidence and investigates the mediating role of entrepreneurial confidence in their relationships with entrepreneurial readiness. A quantitative cross-sectional survey was conducted among undergraduate students enrolled in business-related programmes at Malaysian universities. Data were collected through a structured questionnaire and analysed using descriptive statistics, correlation analysis, and mediation analysis. The findings indicate that both practical learning and entrepreneurship education positively influence entrepreneurial confidence, with entrepreneurship education demonstrating a stronger contribution. Entrepreneurial confidence was also found to partially mediate the relationships between both educational factors and entrepreneurial readiness. These findings suggest that entrepreneurial readiness is developed not only through the acquisition of knowledge and practical experience but also through students’ confidence in applying their entrepreneurial capabilities. Universities should therefore integrate structured entrepreneurship education with experiential activities, mentoring, reflection, and constructive feedback to better prepare students for entrepreneurial and professional environments.

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