Verify the Construct of Entrepreneurship Education using Confirmatory Factor Analysis

Abstract

Entrepreneurship education plays a crucial role in nurturing future entrepreneurs and fostering entrepreneurial initiatives. While extensive research has been undertaken in this field, limited efforts have been made to systematically validate its underlying dimensions or to establish reliable measurement instruments. By reviewing and synthesising previous literature, this study draws upon the theory of change, social learning theory, and resource-based theory. Based on these theoretical foundations, entrepreneurship education is assessed across four key dimensions: entrepreneurial theory instruction, the effectiveness of expert interaction, entrepreneurial practice training, and institutional support policies within universities. A survey of 541 participants followed by confirmatory factor analysis (CFA) demonstrates that entrepreneurial theory instruction, expert interaction quality, practical entrepreneurial training, and university-level support mechanisms significantly shape the outcomes of entrepreneurship education.