Keywords
Curriculum Alignment
Pedagogy
Graduate Entrepreneurs
Outcome Based Education (OBE)
Experiential Learning Theory (ELT)
Higher Education
Conceptual Framework
Categories
How to Cite
Abstract
Despite growing attention to entrepreneurship education, the alignment between entrepreneurship curricula and pedagogy approaches remains inconsistent, limiting higher education institutions' ability to develop graduates with the skills and competencies required for entrepreneurship. While earlier studies have explored individual curriculum components or pedagogical approaches, limited research has integrated these elements into an analytical framework. To systematically identify, evaluate, and synthesise empirical studies on entrepreneurship curriculum and pedagogy, a comprehensive Systematic Literature Review (SLR) was adopted. In line with the predefined inclusion and exclusion criteria, 12 eligible studies were analysed to identify the theoretical perspectives, pedagogical practices, and curriculum determinants underpinning entrepreneurship education. The findings revealed that constructivist learning theory, cognitive learning theory, Outcome-Based Education (OBE) and Experiential Learning Theory (ELT) constitute the principal theoretical foundation supporting curriculum-pedagogy alignment. Building on these findings, the study proposes an OBE-ELT analytical framework that integrates curriculum design, experiential pedagogy, entrepreneurial motivation, real-world learning activities, and graduate entrepreneur development. The framework explains how curriculum design and pedagogy practices can be systematically aligned to strengthen entrepreneurial competencies and graduate development. Furthermore, the study contributes to the entrepreneurship education literature by offering a synthesised analytical framework that advances understanding of curriculum-pedagogy alignment while providing practical guidance for curriculum designers, educators and higher education institutions.
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