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The COVID-19 pandemic has significantly transformed the educational landscape, with students, educators, and institutions adapting to new challenges and opportunities. As students navigate the academic terrain reshaped by the pandemic, they are in pursuit of educational journeys that blend hands-on, practical skills alongside foundational aspects of traditional academia, highlighting a shift towards more meaningful and applicable learning experiences. Entrepreneurship has emerged as a key area of interest, yet a gap exists regarding whether smaller liberal arts institutions can compete in the higher education landscape and make an impact by infusing targeted entrepreneurial projects into the curriculum, focusing on the skills acquired. Through qualitative analysis of end-of-term reflections and depth interviews with an undergraduate population engaged in entrepreneurial educational experiences and projects, using a tripart Entrepreneurial Skills (ES) model as a reference framework, themes emerged that can help form a better understanding of how students gain proficiency and compete in a global and digital world through entrepreneurial initiatives in higher education, including the ability to be open to novelty, to create solutions to emerging problems, and to communicate effectively.
Jennifer K. Bonoff (Sun,) studied this question.