Entrepreneurship Practices Among Private Higher Education Institutions Region 1: Basis For Policy Recommendation

Abstract

This study primarily aimed to explore and assess the entrepreneurship practices among private Higher Education Institutions (HEIs) in Region 1 as a basis for policy recommendation. It investigated the profile of the respondents in terms of their entrepreneurial activities, including the number and type of programs, extent of involvement, entrepreneurial experiences outside the institution, and the nature of those experiences. The study further examined the level of entrepreneurship practices within private HEIs across leadership and governance; organizational capacity; entrepreneurial teaching and learning; preparation and support for entrepreneurs; digital transformation; knowledge exchange and collaboration; internationalization; and impact measurement. It also evaluated the enhanced entrepreneurial landscape in terms of resources, curricula, policies and systems, student support, linkages, and workshops and training. Barriers identified included lack of sustainable funding, limited awareness of entrepreneurship’s importance, insufficient mentors, and weak networks. The study likewise determined significant relationships between the entrepreneurial landscape, entrepreneurship practices, and respondents’ profiles.

Using a mixed-methods approach, quantitative data were gathered from 437 respondents (students, faculty, and administrators), while qualitative insights were collected through interviews and open-ended responses. Frequency, percentage, and mean were used to describe profiles and practices, while Pearson correlation examined associations.

Findings revealed that most respondents participated in 2–3 entrepreneurial programs annually, with workshops, conferences, and lectures as the most common. Administrators showed higher engagement, while faculty and students often had informal entrepreneurial exposure. Entrepreneurship practices were rated “High,” particularly in leadership, governance, teaching, and digital transformation. The entrepreneurial landscape was rated “Moderate,” with workshops and training as strengths and resources as weakest. Correlation analysis confirmed significant positive relationships, especially in internationalization, curricula, policies, and digital capability.

Based on findings, recommendations focused on strengthening structured entrepreneurial programs, faculty development, global partnerships, digital initiatives, funding strategies, mentorship, and stakeholder networks to enhance institutional capacity and create a sustainable entrepreneurial ecosystem.