ABSTRACT

Purpose: Unemployment among university graduates has been the main trigger for entrepreneurship research, as this issue highlights the need for a suitable formula to strengthen students' entrepreneurial mindset, particularly their innovation and entrepreneurial behaviour. Consequently, the application of Kolb's Experiential Learning (EL) model has emerged as a potential alternative. This study aims to assess the feasibility of Kolb's EL model in entrepreneurship education, focusing on its impact on students' innovation in creating entrepreneurial opportunities and their entrepreneurial achievements, with cumulative Grade Point Average (GPA) serving as the intervening variable. Methodology: This study employs the Design-Based Research (DBR) development model, specifically the interactive cycle of testing and refining EL Theory in a participatory manner. To achieve that, a quasi-experimental design was implemented. The sample of this research comprised active students who were enrolled in Entrepreneurship Course across seven universities, selected through stratified random sampling. The research instrument included project-based assessments based on innovation indicators and questionnaires for measuring entrepreneurial behaviour achievement, all of which met validity and reliability standards. The data were analyzed statistically using descriptive statistics and comparative analysis. Findings: The results indicate that Kolb’s EL model is effective in enhancing students' innovation in creating entrepreneurial opportunities, as well as in fostering their entrepreneurial achievement. There was no direct effect of GPA on the achievement of these two variables, but an interaction effect was found. In conclusion, the EL model in the experimental group was able to modify or strengthen the effect of GPA on students’ innovation in creating entrepreneurial opportunities and achieving their entrepreneurial behaviour. Implications for Research and Practice: This research provides insights to college students that EL has a strong theoretical framework for entrepreneurship learning in university.