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When entrepreneurship policy is being implemented in the Swedish educational system, the main effect on entrepreneurship education seems to be growth in an alternative view on entrepreneurship as foremost a means for accomplishing learning through action and practice.
The absence of evidence in the scholarly literature for a tested long-term relationship between entrepreneurship and economic growth is at odds with the importance attributed to entrepreneurship in the policy arena.
The implications of the findings of this research suggest that increasing the secondary school students’ understanding and awareness of entrepreneurship could lead to greater levels of interest in entrepreneurship careers and undergraduate entrepreneurship education regardless of the students’ intended field of study, and the integration of entrepreneurship education components into non-entrepreneurship undergraduate curricula could lead to an increased interest in entrepreneurship careers and entrepreneurship education.
Increasing graduates’ business knowledge and understanding of business risk, in addition to promoting entrepreneurship education can positively influence their attitude towards entrepreneurship.
The entrepreneurship development is mainly due to the entrepreneurial motivation.
It is argued that structural factors, personal characteristics and educational background explain a large amount of variation in resilient entrepreneurship.
Third, entrepreneurship research could move away from its wishful ideology displaying radically innovative entrepreneurship as the most desirable form of entrepreneurship.
In this context it is of primary importance to understand whether entrepreneurship education raises intentions to be entrepreneurial generally or whether it helps students determine how well suited they are for entrepreneurship.
Results suggest that entrepreneurship is associated with substantial benefits in terms of psychological functioning—both personal and social—which almost entirely mediate the relationship between entrepreneurship and subjective well-being.
The findings can support the opinion that education for entrepreneurship and preparation for entrepreneurship is more effective in a thought-out entrepreneurial ecosystem.
Practical implications This study provides insight into entrepreneurship education, as to which the university environment is conducive to the entrepreneurship.
The findings suggest that entrepreneurship education is effective.
It is also suggested that entrepreneurship is a matter of degree and can show itself in different ways, such as start-up, growth, innovation, etc.
It is found that a strong relationship and positive correlation exist between attitude towards entrepreneurship and entrepreneurship education.

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