Empirical study demonstrates improved entrepreneurial knowledge and attitude in undergraduate and postgraduate students, suggesting effective education interventions.
Entrepreneurship Development Programs (EDPs) have emerged as an essential pedagogical intervention within higher education to cultivate Entrepreneurial competencies, foster self-employment orientation, and strengthen innovation capacity among students. The present empirical study evaluates the effectiveness of a structured three-day Entrepreneurship Development Program conducted in 7 different colleges at different time intervals for undergraduate (UG) and postgraduate (PG) students by examining changes in three core Entrepreneurial parameters: Knowledge, Attitude, and Intention. A pre-test and post-test was adopted, and data were collected from 502 participants using a structured, validated questionnaire. Descriptive and comparative statistical analyses were employed to measure the magnitude and direction of change across demographic variables such as gender, educational level, residence, and business family background. The findings indicate substantial positive improvement across all three parameters, with particularly strong gains in Entrepreneurial attitude and Intention. Female students, undergraduate participants, and students from business families demonstrated comparatively higher levels of positive change. The study provides robust empirical evidence supporting the effectiveness of short-term, intensive Entrepreneurship Education interventions and offers valuable insights for curriculum designers, policymakers, and institutions seeking to strengthen entrepreneurial ecosystems through education.
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Praveen et al. (2026) studied this question.
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