Rethinking Entrepreneurship Education in Polytechnics: A Qualitative Study of Entrepreneurial Skill Acquisition and Utilisation in the Indian Context

Abstract

Entrepreneurship education is being seen as a key tool to combat youth unemployment and encourage innovation. Its impact, however, in polytechnic settings has not been studied extensively, especially regarding its usefulness in transferring acquired skills into entrepreneurial practice. This study aims to examine the key factors influencing entrepreneurship education in polytechnic institutions and to explain the transition from entrepreneurial skill acquisition to skill utilisation, aligning with industry expectations in the Indian context. This study uses a qualitative research design based on data from three focus group discussions (FGDs) and 18 in-depth interviews with purposively sampled policymakers, faculty members, and industry experts. The data were analysed using systematic thematic coding in Atlas.ti software. The results show that entrepreneurial skill development is a product of environmental, cognitive, and behavioural factors, such as passion, perseverance, creativity, and resilience. The study also points to a significant difference between the acquisition (learning) and application (utilisation) phases, suggesting a gap between learning and application. Innovative practices, such as the introduction of co-working spaces and early mentoring, contribute to skill development; however, the effective use of these skills is linked to the adoption of industry practices, such as artificial intelligence (AI) and sustainable, “nature-positive” practices. This study contributes to the literature by adding a process dimension of entrepreneurial skill acquisition to utilisation within Social Cognitive Career Theory (SCCT). The study's multi-stakeholder approach in the polytechnic setting offers practical insights for designing experiential entrepreneurship education in an industry context to improve real-life entrepreneurial outcomes.