Entrepreneurship
Development In Nepalese Young Adults Using Transformational
Leadership Style
Desarrollo
Del Espíritu Empresarial En Jóvenes Adultos Nepaleses Utilizando Un Estilo De
Liderazgo Transformacional
Padam Poudel *[*]
Dhanapati Subedi *
Niroj Dahal*
ABSTRACT
It is now well known that entrepreneurial activity
is crucial to any nation's economic development. The results of this study
provide robust proof of a connection between transformational leadership style,
the entrepreneurial performance of young adults, and the effectiveness of
entrepreneurial education programs in higher education institutions.
This paper's primary aim is to thoroughly examine the
influence of transformational leadership on the development of entrepreneurial
ventures among young adults in Nepal. The study revealed that a) creating a
welcoming environment, b) encouraging the creation of strategic plans, c) using
an experimental learning approach, d) navigating social and cultural obstacles
can enable young adults’ entrepreneurial journey. The study adopting
transformative leadership theory explores participants’ engagement through
interviews, document reviews, and observation of colleges’ entrepreneurship
activities along with the venture of the students. The qualitative
interpretative studies done at two of Nepal's premier colleges illuminate the
critical role of leaders’ support in shaping entrepreneurial attitudes and
fostering youth-led enterprises. Studies show that initiatives led by leaders,
mentorship programs, and chances to learn by doing all play a big role in
building entrepreneurship. This study highlights the pressing need for a
cohesive strategy in entrepreneurial education and offers educators,
legislators, and community leaders actionable
solutions to cultivate a new generation of business owners. This study's
findings underscore the transformative influence of leadership in aligning
educational practices with the socio-economic objectives of youth in Nepal.
Keywords: Entrepreneurship, College adults, Leader,
Transformational Leadership.
RESUMEN
Actualmente, es ampliamente reconocido que la
actividad emprendedora es crucial para el desarrollo económico de cualquier nación.
Los resultados de este estudio proporcionan evidencia sólida de la conexión
entre el estilo de liderazgo transformacional, el desempeño emprendedor de los
jóvenes y la efectividad de los programas de educación emprendedora en
instituciones de educación superior.
El objetivo principal de este artículo es examinar
en profundidad la influencia del liderazgo transformacional en el desarrollo de
iniciativas emprendedoras entre jóvenes adultos en Nepal. El estudio reveló
que: a) la creación de un ambiente acogedor, b) la fomentación de planes
estratégicos, c) el uso de un enfoque de aprendizaje experimental y d) la
superación de obstáculos sociales y culturales pueden facilitar el camino
emprendedor de los jóvenes. Basado en la teoría del liderazgo transformacional,
el estudio explora la participación de los jóvenes mediante entrevistas,
revisión de documentos y observación de actividades emprendedoras en
universidades, así como de los emprendimientos de los estudiantes.
Los estudios interpretativos cualitativos realizados
en dos de las principales universidades de Nepal destacan el papel fundamental
del apoyo de los líderes en la formación de actitudes emprendedoras y el
impulso de empresas lideradas por jóvenes. Los resultados demuestran que las
iniciativas dirigidas por líderes, los programas de mentoría
y las oportunidades de aprendizaje práctico desempeñan un papel clave en el
desarrollo del espíritu emprendedor.
Esta investigación subraya la urgente necesidad de
una estrategia cohesionada en la educación emprendedora y ofrece a educadores,
legisladores y líderes comunitarios soluciones prácticas para cultivar una
nueva generación de empresarios. Los hallazgos resaltan la influencia
transformadora del liderazgo en la alineación de las prácticas educativas con
los objetivos socioeconómicos de la juventud en Nepal.
Palabras
clave: Emprendimiento, Jóvenes Universitarios, Líder,
Liderazgo Transformacional.
INTRODUCTION
The very notion of entrepreneurship
has changed multiple times throughout the years. Contemporary definitions (Beninger et al., 2019) highlight the importance of
innovation and the pursuit of opportunities beyond limited resources. According
to Beninger et al. (2019), there are many facets to
the idea of entrepreneurship, which includes looking for opportunities outside
of regulated resources. According to Shepherd et al. (2018), it entails
launching, interacting with, and carrying out entrepreneurial ventures within
certain environmental settings. Scholars have investigated young adults’
trajectories toward entrepreneurship (M. Obschonka,
2016) and its significance in economic advancement and innovation (Ahlstrom
& Lee, 2024). Therefore, with an emphasis by several studies on
experiential and adult learning methods, entrepreneurship education (EE) in
higher education has been receiving more and more attention.
O’Connor (2013)
identifies three approaches to entrepreneurial education: education that is
"about" entrepreneurship, education "for" entrepreneurship,
and education that teaches "through" entrepreneurship. The scholar further clarify that educating "about"
involves only imparting theoretical knowledge to provide a broad understanding
of phenomena. Teaching "for" pertains to imparting students with the
essential knowledge and skills for entrepreneurship. Teaching
"through" denotes directing students via an experiential approach
that facilitates firsthand learning. Recent efforts in entrepreneurship
education have shifted the focus from instructing students on the mechanics of
business startup to developing their entrepreneurial mindset (Carolis & Litzky, 2019). Neck
and Corbett (2018) found that entrepreneurial education can foster
entrepreneurial attitudes, abilities, and behaviors. For the purpose of
developing social entrepreneurship and entrepreneurial competencies,
learning-by-doing and experiential approaches work best (Chang et al., 2014;
Bell & Bell, 2020). According to Siivonen and Brunila (2014), the entrepreneurial discourse in adult
education has the power to influence individuals' subjectivities and encourages
them to build their identities within its parameters. According to Harddie
et al. (2020), students who participate in entrepreneurial education programs are
more equipped to face future challenges, come up with creative solutions, and
spot possibilities. Nonetheless, obstacles persist in the execution of
effective entrepreneurship education programs, necessitating ongoing
advancement of curricula and pedagogical approaches to address the growing
requirements of students (Duan & Ahmad,
2024). Tingey
et al. (2020), revealed that education programs that
focus on entrepreneurship have been demonstrated to have a good influence on
the knowledge, economic empowerment, and social well-being of Native American
children.
Many young Nepalese
are leaving the nation in quest of greater opportunities abroad, particularly
in the realms of education and employment. Many factors contribute to this
trend, including a lack of domestic opportunities, heavy family obligations,
and great international attractions (Malla &
Rosenbaum, 2017). A significant number of Nepalese workers and students
voluntarily migrate to countries like Europe and the Gulf nations, according to
Malla and Rosenbaum (2017). Approximately 92.5
percent of nursing students plan to go for further education, as reported by Poudel et al. (2018). This complex outmigration for
education may have devastating impacts on rural communities (Shrestha, 2020).
Therefore, for Nepal's progress, the country's youthful population poses both
threats and possibilities. Samir (2014) notes that there is a noticeable 'youth
bulge,' which means that a younger generation is joining the workforce. This
crisis presents lawmakers with an opportunity to shape the future of the
country, compounding issues with employment. Participation of young people in
agriculture in Nepal is considered a way to change the economy, but obstacles
like lack of capital and markets make it hard to do so (Khanal
et al., 2021).
In this regard,
Shrestha (2021) stated that most Nepalese youth want to shape their careers in
the international countries market. From this, it can be inferred that Nepali
young adult students crave to stabilize their professional careers abroad. As a
result, the practice of stepping up their ownership has not been seen in their
local area. They don’t even try to be an entrepreneur in their country. For
this, there might be some core reasons.
In this note, Gupta (2017) stated that the responsible factors creating
such pathetic conditions in the country include the formal policies of the
Nepal government, social and cultural practices regarding entrepreneurship, and
supporting hands for the novice entrepreneur. As a solution to these problems,
teaching entrepreneurship to young adults has shown potential in raising the
quality of life for young adults.
Therefore,
entrepreneurial education seems the ultimate solution to the crisis in Nepal,
as the notion of entrepreneurial education instructs to be an entrepreneur (Paudel, 2019). Research has shown a favorable correlation
between education and entrepreneurial activity, which has led to the increased
importance of entrepreneurship education (Raposo
& do Paço, 2011). Similarly, Cooper et al. (2004)
assert that entrepreneurial education is crucial for fostering more innovative
thinking, increasing the rate of innovation adoption, and igniting a passion
for startups. Indeed, entrepreneurial practice is impossible in the absence of
external factors. Therefore, the development of an entrepreneurial mindset
among young adults is greatly aided by the leaders or heads of educational
institutions, such as self-directed learning and practical application (Biney, 2023). Therefore, to assist higher education
students in cultivating entrepreneurial skills, a holistic plan encompassing
educational leadership and transformative learning is essential.
The primary objective
of this research is to evaluate the effects of transformational leadership on
the development of an entrepreneurial mindset among young adults in Nepal. For
the sake of precision, the study intends to ascertain if and how the leadership
styles of education administrators influence the entrepreneurial spirit of
students. Learn more about the difficulties that teachers and students
encounter in the real world when they attempt to encourage entrepreneurial
pursuits. Make concrete recommendations to school authorities on how to enhance
entrepreneurship education.
MATERIALS AND METHODS
Research
Question
How does the transformational leadership style affect Nepali Young
adults’ entrepreneurial development?
Theoretical
Perspective
In 1978, Burns
published Leadership, which established transformational leadership theory; in
1985, Bass expanded on this idea (Bass, 1998). According to Burn (1978), this
theory is primarily concerned with how leaders and followers work together to
achieve an organization's common aim. According to Bass's (1985) theory of
transformational leadership, great leaders motivate their followers to exceed expectations, which leads to significant change (Singh &
Chaudhary, 2023). Inspiring and motivating followers to accomplish
extraordinary achievements is the central focus of transformational leadership
theory, which has been a foundational work in leadership research (Siangchokyoo et al., 2020). Such leaders typically possess
inspiring long-term goals and are able to articulate and convey them to their
teams in a way that inspires them to work together toward a common objective
(Bass & Riggio, 2006). Transformational leaders
encourage their followers to think creatively and pursue ongoing growth and
development. In their presence, team members feel respected and powerful.
Leaders with this trait actively promote their followers’ and teams’
professional and personal growth (Northouse, 2018).
Transformational leaders emphasize cooperation in teamwork to improve team
members' skill, kindness, integrity, information exchange, and group
performance, according to Avolio et al. (2001).
Idealized influence, inspiring motivation, intellectual stimulation, and
personalized consideration are the four pillars upon which transformative
leadership rests (Bass & Riggio, 2006). All of
these things come together to make a compelling story that motivates people to
follow the leader and reach their greatest potential. Additionally,
transformational leaders have the ability to boost the collective efficacy of
their organization by giving emotional and ideological explanations that relate
the individual identities of their followers to the collective identity of
their organization (Kark et al., 2003).
Methodology
This research makes
use of an interpretative inquiry method in order to analyze the experiences
that the participants feel they have had. Through interpretive inquiry
(Creswell & Poth, 2016) , you can get a deep
understanding of how people make sense
of the social and educational situations they find themselves in. Interpretive
paradigm that I employed is based on the constructivist knowledge claim, which
aims to understand others and generate meaning with reflection. According to Piantanida and Garman, interpretive paradigm design is
useful for this purpose since it allows us to comprehend people's ideas,
attitudes, and beliefs in context (Taylore et al.,
2012). Taylor (2014) makes a good point when he says that interpretive research
is useful for understanding the dynamics, complexity, and context of teaching
and learning because it records the context that is influenced by participants’
interactions. A qualitative research method known as "interpretive
inquiry" seeks to comprehend and make sense of events without imposing
strict cultural references (Hubard, 2011). So, I
carried out this study on the basis of interpretivism.
Table 1. Description of
participants
|
S. N |
Pseudo-name |
Sex |
Age |
Position College |
|
1 |
Meena |
Female |
22 |
Student A |
|
2 |
Ravi |
Male |
24 |
Student
A |
|
3 |
John |
Male |
19 |
Student B |
|
4 |
Luna |
Female |
21 |
Student
B |
|
5 |
Dhurv |
Male |
45 |
College head A |
|
6 |
Juli |
Female |
50 |
College head B |
|
7 |
Pal |
Male |
38 |
Lecturer
A |
|
8 |
Sam |
Male |
35 |
Lecturer
B |
The selection of samples
was purposeful. Samples were collected from eight informants—four students from
various disciplines and two college heads and two lecturers from two public
colleges, named College A from Butwal, Nepal, and
College B from Kathmandu, Nepal which collectively enroll over 800 adult
students from diverse geographical regions of Nepal in a single academic year
from post-graduation to graduation with an equivalent number of adult graduates
annually, offering a broad spectrum of subjects including management,
humanities, arts, science, information technology, psychology, and sociology,
etc. According to college document reviews and records provided by the Alumni
Students Forum, the two colleges are well-acclaimed for empowering youth
through entrepreneurship development, and at least 5% to 7% of total enrolled
students start their own start-up during their college time. And after
graduation, nearly 8 % to 10% of students were fully involved in
micro-entrepreneurship, like agriculture, tours and travel, tourism,
restaurants, cafeterias and hospitality businesses, fast-moving consumer goods
(FMCG) businesses, construction, health, transportation, logistics, IT and
education business, investment, share markets, training and counseling. By
replying using pseudonyms preserves reliability. I collected data through
observation of college, students, and venture activity, interviews, focus group
discussion and document analysis, and venture activity analysis. Participants'
audio and video recordings, diaries, and observer notes make up observation
research.
I acquired data
through venture observation, document reviews, focus groups, and interviews. My
views and interview prompted reflection. Data processing involved reviewing my
field notes and reflections. I entered all my research participants' data. To
ensure accuracy, we compared all transcriptions to the original. Our extensive
analysis begins with coding several themes (Creswell, 2007). I used such themes
to draw conclusions from participant replies and expressions. I compared to my
field and reflection notes. I combined related ideas into themes. Then, I analyzed the data
using relevant theories, policies, and literature.
RESULTS
Creating a Welcoming
Environment
A key component in
the process of inspiring young adults to embark on entrepreneurial pursuits is
colleges that provide an encouraging institutional atmosphere. According to
Ochs et al. (2001), colleges have the ability to encourage entrepreneurship by
designing curricula, providing opportunities for extracurricular activities,
and establishing places for project teams. Entrepreneurship knowledge can be
delivered, and necessary skills can be developed through the use of
learner-centered methodologies and workshops (Laverty et al., 2015). The
institutional environmental greatly influences students’ perceptions of the
attractiveness and practicability of entrepreneurship (Aloulou,
2021).
Regarding this, Head
of College B, Juli, shared:
“An institutional environment is crucial for promoting
entrepreneurial activities among young adults. Essential components make up an
ecosystem that is beneficial for entrepreneurial efforts. Consequently, as the
head of my college, I have always placed an emphasis on creating a welcoming
and inclusive environment to became an entrepreneur
and ensured that my students, rather than seeking employment elsewhere, would
be able to build their own jobs and serve as role models for other young
adults.”
Similarly, Meena, a student at College A, relates the story of how her
college's head created an atmosphere ideal for the development of
entrepreneurial spirit. She shared her experience in the words below:
“I was inspired to start an agribusiness and husbandry
business by the college head's open-door policy and mentorship initiatives for
students like me. My family and I created an agribusiness and cattle property
40 km from Butwal city. I invest approximately five
million Nepali rupees. Two million from family support and
three million from a bank loan. We have a total of 2000 broilers, 30
pigs and 25 piglets, about 30 local and Boer goats, and a vast field where we
raise seasonal vegetables. Last year, our farm and husbandry firm made a net
profit of eight lacks Nepali Rupees. Among other factors, yes college head's
initiation and leadership for creating a conducive
college’s environment generated a friendly and inclusive environment that
strengthened my entrepreneurial mindset.”
An encouraging
institutional framework promotes youth entrepreneurship. As a college leader, I
prioritize fostering a friendly environment that encourages students to
generate employment opportunities and inspire others rather than pursuing
external job prospects. In the description, Meena
stresses how the college’s mentorship programs and entrepreneurial environment,
and open-door policy practices by the college head gave her the self-assurance
she need to build her business idea in the agricultural and livestock venture. Meena’s idea was to establish a small firm specializing in
livestock and agriculture. The leadership of the college's leader resulted in
the formation of an environment that was supportive and friendly to young
adults for the purpose of their growth as entrepreneurs. According to studies,
young adults are more likely to be entrepreneurial when they are part of a
college campus community that encourages them for innovation. A supportive
institutional framework, an entrepreneurial ecosystem (McKeon, 2013), and a
conducive educational setting are all important elements for entrepreneurship (Aloulou, 2021; Iizuka et al.,
2024).
Similarly, Head of
College A Dhurv also shared
his works in this way:
“Student education should be fun and meaningful, with
everyone finding their own purpose through college. I create the finest
learning environment for adults to develop an entrepreneurial attitude. I meet
routinely with motivated adults who dream to becoming entrepreneur and request
all college department heads and staff to establish a good learning
environment. To foster young entrepreneurs, annual, monthly, and term plans are
created in my college. Then, I consult with several experts, invite trainers,
and teach entrepreneurship skills to our college students.”
The discussion with the
college head and student emphasizes the significance of the link between a
supportive college atmosphere and strong leadership abilities in encouraging
adults to develop their entrepreneurial spirit.
In order to align people and motivate them, good leaders can create a
favorable climate in the organization through the use of appropriate plans, a
vision for the future, and monitoring methods.
Lecturer Pal also
aids:
“A successful academic institution must create a
dynamic learning environment that encourages cooperation, innovation, and
entrepreneurship that values, respects, and empowers all students. To build
such an atmosphere, the college head took transformative steps. The college
created venues and chances for students to pursue entrepreneurship under their
innovative leadership. These activities stimulated innovation and gave students
the resources, mentorship, and assistance they needed to become entrepreneurs.
This holistic approach fostered inclusivity and growth,
helping everyone reach their potential and contribute to society.”
Therefore, collaboration, commitment, trust,
continuous professional growth, and sufficient support and resources positively
impact enhanced learning and adult entrepreneurship. The key to successful
adults’ entrepreneurship is developing a welcoming and encouraging learning
environment. College heads advocate for principles that emphasize the
importance of a supportive college environment. Therefore, the institutional
environment strongly influences students' views of entrepreneurship's appeal
and viability (Aloulou, 2021). A good leader can
establish an environment that fosters devotion and productivity.
For the best results
in encouraging adult entrepreneurship and improving student learning outcomes,
a transformational leadership style defined by these ideals is essential.
According to transformational leadership theory, which states that leaders
should inspire and motivate their followers to achieve a common goal, the
educators' goal of establishing a welcoming setting is in line with this
philosophy (Bass & Riggio, 2006). Gibb (2002)
also strongly emphasizes the function a supportive institutional culture plays
in educating entrepreneurs. Transformational leaders create a conducive corporate atmosphere that helps followers value
their efforts. Transformational leadership drives individuals to exceed their
limits and fosters significant innovation in a collaborative environment (Bass
et al., 1996).
Encourage the
Creation of Strategic Plans
Educational
leadership inspires young adults to establish strategic planning methodologies
that prioritize engagement and motivation of followers in the strategic
planning process. Strategic planning is essential for entrepreneurial success
and the growth of small enterprises (Skrt, & Antoncic, 2004). It involves finding business opportunities
and trying to get a strategic edge in order to encourage innovation, growth,
and making money (Nityananda & Mohanty, 2012). Technical, management, and business skills
are key focal areas in strategic planning, which plays a significant role in
developing these abilities (Ahmad et al., 2024). Strategic planning is an
essential component in all of these domains.
“Regarding this, Head
of College A, Dhurv, also emphasized the significance
of cultivating a culture of innovation via strategic planning. He shared his
effort:
I started a "Startup Incubation Program” at my
college for young adults to encourage them to develop an ability to imagine
new, original, and useful business ideas and encourage them to identify as many
ideas as possible and critically analyze those ideas or projects. Then, I help
students to create an effective road map with the help of teachers and
specialists to set attitudes, skills, and behaviors that enable adults to identify
business opportunities and innovate in business. “
Similarly, College A student Ravi said:
“Four of my classmates and I decided to create a
digital marketing company after participating in our college's "Startup
Incubation Program," which took place every third weekend of the month and
brought together various specialist groups. With the help of this incubation
program, we acquired all of the necessary strategic tools, competitive
analysis, growth resources, and appropriate solutions for our digital marketing
startup. Our college head, through his extensive networks, is always available
to assist with other social and technical relationships. It was under the
college head’s guidance that I gained the self-assurance to launch the business
I had been dreaming of before enrolling in this college, and I am eternally
grateful to him for that. Through our strategic planning, our business now
collaborates with a number of Nepalese advertising companies, and we hope to
expand our partnerships to include worldwide marketing firms in the
not-too-distant future.”
Colleges’ leaders
place a strong emphasis on the significance of utilizing strategic planning in
order to cultivate an innovative educational culture. For example, college
leader Dhurv initiated a "Startup Incubation
Program" at his institution, which served as the impetus for Ravi and his
peers to build a digital marketing firm. Ravi attributes his and peers’
confident decision-making to the leadership of Dhurv,
who gave them the confidence to take calculated risks through proper planning.
In this sense, leaders encourage fresh ideas, openness to new opportunities,
and cooperative problem-solving. This strategy introduces fresh learning
methods and ideas to improve results. Improved issue approaches boost follower
creativity and commitment (Bass & Reggie, 2006).
College B student
John places a strong emphasis on the
significance of utilizing strategic planning in order to cultivate an
entrepreneurship mindset in students. He aids:
“In order to create an effective business plan, our
college head monitors and evaluates each student's work and empowers faculties
and expertise to improve it through the college’s resource management team. Via
regular feedback and transparent communication, the college head prioritizes
students’ requirements. It ensures resources support for an effective plan,
which aligns with our college’s purpose of empowering youth via quality
education. Due to this regular feedback and transparent communication with all
required expertise with the help of a college leader, I am able to open my own
consultancy business.”
To succeed as an
entrepreneur or to expand a small business, strategic planning is essential. Juli, head of college B, also said that
“My primary goal is to ensure that 15–20% of my students become
successful entrepreneurs. To achieve this, I have introduced innovative
start-up plans that enable students to define their business goals, evaluate
potential opportunities, anticipate challenges, and strategize for success.
These plans emphasize financial forecasting, market analysis, organizational
structuring, and resource planning. I also organize initiatives such as the Hult Prize, Nepal Youth Entrepreneur Forum, and local and
national entrepreneurship seminars to enhance students' entrepreneurial
competencies.”
Helping and directing
followers on an individual level, building strong teams, and encouraging
loyalty are leaders' top priorities. In addition to encouraging development and
devotion, they boost self-assurance among the group's members. Included in this
type of leadership are elements like intellectual stimulation, personalized
attention, motivational speeches, and idealized influence. According to studies
done by Laverty et al. (2015), workshops and learner-centered approaches have
the potential to teach entrepreneurship-related material and improve practical
skills effectively.
The lecturer of
college, B. Sam, also aids:
“Under the college head, students received thorough
entrepreneurial training and skill development. The institution helped students
connect with local, regional, and national entrepreneurs for advice and ideas.
The organization also invited experienced trainers to conduct specialized
sessions with youth development NGOs and INGOs. Strategic collaborations and
training projects helped students establish defined business roadmaps to
streamline operations, preserve accuracy, and respond to market changes. This
holistic approach equipped students for the challenges of entrepreneurship and
the growth of their businesses.”
College head
leadership partnered with youth development NGOs, INGOs, and professional
trainers to offer specialized learning. These collaborations helped students
create clear company strategies, overcome obstacles, and develop
entrepreneurial skills for sustained business growth.
Leaders foster a
climate that encourages openness to new ideas and group conversations to find
answers to problems. Thus, this strategy brings new learning and ideation
strategies for better results. It stresses better ways to boost followers'
creativity and dedication (Bass & Reggie, 2006).
According to Bass and
Riggio (2006), a transformational leader is one that
inspires their followers to greater heights of performance while simultaneously
satisfying and committing to them. The personalized approach that is
characteristic of transformational leadership, argues Bass (1985), is
consistent with the stance that a college head takes. Transformational leaders
have the following traits: the capacity to inspire innovative thinking, the
capacity to forge a shared vision, and the ability to motivate followers to
reach their full potential (Bass,1985). These traits
motivate and encourage others who follow them. Therefore, leaders that adopt a
transformational stance are more inclined to encourage collaboration and
involve followers in the process of formulating plans and decisions. Helping
and directing followers on an individual level, building strong teams, and
inspiring loyalty are the three pillars upon which transformational leaders
rest. They encourage development, foster devotion, and establish self-assurance
among group members (Bass & Riggio, 2006).
Experimental Learning
Approach
Experiential learning
approaches have significantly aided the development of students'
entrepreneurial abilities and intentions in entrepreneurship education.
Experiential learning is beneficial because it engages students in real-world
situations, enabling them to apply theoretical information and reflect on their
experiences (Bell & Bell, 2020). According to a number of studies,
students' self-esteem, risk-taking capacity, leadership abilities, and
problem-solving abilities are all enhanced through practical, hands-on learning
experiences (Biers et al., 2006). This method entails students' active
engagement in real-world business scenarios, where they are able to put their
theoretical knowledge into practice (Aithal, 2016).
“In an interview,
Sam, a lecturer at College B in Kathmandu, Nepal, stated:
"Our theoretical-based practical teaching
approach helps build young entrepreneurs by bridging theory with real-world
applications." For example, one group of students from our college started
a business called Herbs Production & Processing, where they made cosmetics
and medicine from herbs. They learnt to think creatively, operationally, and
resource-wise through initiatives that put their skills to the test. The
business like Herbs Production and Processing shows the influence of hands-on
learning by our institution to encourage young entrepreneurial essence.”
Luna also aids
undergraduate students similar to her advanced significant abilities and
capabilities via hands-on experiences. She further stated that:
“Throughout a week-long entrepreneurship course funded
by my college, I acquired vital skills including feasibility analysis, business
planning, resource investigation, and legal navigation. Driven by my commitment
to sustainability, two classmates and I established a firm in Kathmandu that
manufactures dolls, keychains, and wallets from recycled denim. We hired seven
individuals—five women and two men—offering significant prospects within our
community. Our environmentally sustainable products have achieved significant
Kathmandu and its nearby cities demand, resulting in sales of one million
Nepalese Rupees last year.”
The need to merge
theory with real-world applications in theoretical-based practical education in
order to provide students with the abilities necessary to become entrepreneurs. These stories prove how real-world practice helps
students develop their thoughts, creativity, and commercial insight.
Experiential learning empowers students to advance crucial abilities and
aptitudes through hands-on understandings (Motta & Galina, 2023).
Also, leader of
college B, Juli further added that:
“I, along with other college faculty members,
consistently prioritized providing all adult students with equal opportunities
to apply their academic knowledge in practice, no matter which subject discipline
they belong to. I constantly believe and emphasize that theory-based practical
teaching and learning can enhance students' entrepreneurial skills, such as
desire for involvement, risk assumption, skill of organizing, risk toleration,
adaptability, decision-making, and communication.”
In addition to this,
leader of college A, Dhurv, is also supporting experimental learning approach for
adult. He said that:
“I had to approach many agencies and organizations
multiple times and go through meetings; it was not an easy journey.
Nonetheless, I was successful because I persisted and was determined. In the
end, I was successful. This experience has shown me the importance of staying
dedicated to my job as an educational leader so that I can persuade many organizations
to provide our college students with hands-on experience to support how to
establish and operate a business successfully.”
An experimental
teaching and learning practice that was developed by Luna's institution is discussed,
along with her experiences participating in the program. She was able to refine
her skills in critical thinking and problem-solving through participation in an experimental
learning program. Luna was given the opportunity to put her academic knowledge
into practice as a result of college leader Jaya's preference for experiential
learning, which was a primary focus of hers.
Similarly, Dhurv struggled to reach and attend several agency and
group sessions. Persistence and dedication made him succeed. This experience
made him a passionate educational leader who encouraged several organizations
to give his college students entrepreneurship experience.
According to research
(Bell & Bell, 2020) shows that experiential learning can enhance students’
entrepreneurial competencies, such as decision-making. This kind of education
set students in practical settings, letting them relate theoretical knowledge,
which also polished their skills.
Examining the
leadership tactic of the heads of colleges surrounded by the back ground of
transformational leadership theory discloses their commitment to empowering and
motivating others to appreciate a shared goal (Bass & Riggio,
2006). Furthermore, transformational leaders can produce a
likelihood for their supporters to nurture insight, as highlighted by
Bass (1985). Regardless of, come across difficulties, the institution head's
cooperative approach, together with helpful faculty associates, raises a
culture of teamwork and offers pragmatic learning chances for the improvement
of undergraduates' entrepreneurial activities. This approach also encourages
instructors and another interested party to provide backing, bringing into line
with the values of transformational leadership, which emphasize the importance
of joint effort and impetus in achieving positive change within the educational
setting (Leithwood et al., 2004).
Navigating Social and
Cultural Obstacles
The growth of young
people's innovative activities is significantly hindered by socio-cultural
footraces, mainly in small countries like Nepal. Some undesirable social
boundaries, inadequate family backing, and a mythical entrepreneurial culture
are among these challenges (Makina, 2022). Mehtap et al. (2017) revealed that womanhood met
considerably bigger challenges in masculine civilizations. According to Jakubczak (2015), there are several challenges that young
people have when they are trying to open their own commerce. Deficiency of
investment, poor communal views, and immaturity in organizations are just a few
of the many challenges that young entrepreneurs meet (Dzisi,
2014). Traditional variables, including a focus on family and a lack of
entrepreneurial spirit among parents, can block the setting up of young
initiative (Davids et al., 2021).
In this regard, College A, Leader Dhurv, said:
“Insufficient social networks, cultural restraints of lower-class
enterprises, fear of failure, avoidance of risk, and lack of needed experience
and knowledge hinder young entrepreneurship. Insufficient financial support is the
largest barrier to Nepalese youngsters starting new businesses.
To navigate such an
obstacle, he further said:
As a college leader, I recognize the importance of
interpersonal skills in entrepreneurship development. I build trust, motivate
students, faculty, families, communities, and agencies, resolve conflicts, manage resistance, and foster creativity and confidence. By
maintaining strong relationships, I create a collaborative environment that
helps students overcome challenges.”
Similarly, College B
Leader Juli said that:
“To solve difficulties, one must understand the family
history and core causes that prevent youngsters from becoming entrepreneurs.
This needs clear communication, setting expectations, and tailoring tactics to diverse
issues and people.”
As role models,
leaders help and care for their organization and followers. Leadership should
motivate and change followers. They inspire the group and give it a purpose by
communicating a clear vision. Chuang (2013) stressed the importance of
leadership skills such as self-awareness, embracing differences, recognizing
commonalities, understanding cultural stereotypes, and leading respectfully.
Moreover, also support the importance of self-possession, keeping on ahead of
the game, being passionate about experiments, beholding at the big picture,
forming a vision, having an all-encompassing attitude, being involved active
communication, discovering and using accessible resources, increasing
motivational skills, and taking shared responsibility to be an effective
leader.
John thinks back on
how difficult it was to persuade his family that being an entrepreneur was a
good career choice. He said:
“With the help of organizations like the Education
Consultancy Association of Nepal (ECAN), the Institute of Charter Account of
Nepal (ICAN), and the Federation of Nepalese Chambers of Commerce and
Industries (FNCCI), my college's leader is able to successfully overcome
challenges. Thanks to these group initiatives, students like me have the motivation
and skills to start businesses despite having few connections, no experience,
and little funding, especially in difficult environments like those outside of
Kathmandu.”
Effective
interpersonal skills are essential for entrepreneurship. To improve growth,
leaders establish faith, inspire students, instructors, peoples, societies, and
organizations, resolution problems, manage confrontation, and nurture
imagination. They foster partnership to backing supporters overwhelmed problems
by establishing solid associations. Leaders that are concerned, friendly, and
composed in difficult situations inspire teamwork. They can address issues by
analyzing family’s backgrounds and core factors. Approaches include rich
communication, describing potentials, and adapting to challenges and people.
Youth development and
leadership abilities can be enhanced through entrepreneurial activities,
according to research (Berzin et al., 2018; Villa et
al., 2021). This is especially true for students from marginalized and underrepresented
backgrounds. According to Villa et al. (2021), mentorship strategies such as
active listening and storytelling can help community college leaders cultivate
entrepreneurial self-efficacy.
Analyzing the
leadership strategies of the heads of colleges through the lens of
transformational leadership theory indicates they emphasizing individuals'
distinct challenges and fostering their sense of empowerment are fundamental to
the concept of transformational leadership proposed by Bass (1985). Bass and Riggio (2006) expressed that transformational leader more
focuses on needs, belief and value of followers. Likewise, these leaders
exhibit robust interpersonal skills, encompassing effective communication,
empathy, and the capacity to cultivate trust (Bass, 1985). The function of the
college head has become particularly pertinent here. Concentrating on people's
distinctive scuffles and serving them feel authorized are fundamental of
transformational leadership as notion set by Bass.
Limitation
The outcomes of this
research deal valuable understandings about entrepreneurship, nevertheless
certain limits still examination. The research is delimited to qualitative data
took only from two public colleges in Nepal. Therefore, the research
study only takings Nepal's distinctive educational and socioeconomic
setting into concern when studying entrepreneurship of young adults. Thus it
may not be demonstrative of the prospects and difficulties encountered by other
nations in entrepreneurship. The outcomes might not be appropriate to other
locations because this research study was only included a lesser number of public colleges in Nepal. Furthermore, here
is a chance of prejudice when participants' self-reported information is used,
since participants could overstate or undervalue the influence of leadership on
their entrepreneurial pathways. The interpretive study method, although given that thoughtful insights, does not permit numerical proof of
results. The study's short-range nature avoids an analysis of the long-term
results of the entrepreneurial enterprises launched during the study. Future
study ought to employ longitudinal methods, increase the sample size, and
integrate quantitative data to improve the knowledge of transformational
leadership's impact on entrepreneurial development of young adults in Nepal.
CONCLUSIONS
This research study
viewed the requirement of transformational leadership in educational
institutions for the development of entrepreneurial mindsets and skills among
the young adults in Nepal. Through linking strategic planning, experiential
learning frameworks, and focused leadership interventions, leaders deed a
critical role in eliminating all challenges and obstacles young adults to
enhance their entrepreneurship journey. This interpretive study found that
higher education leaders had a substantial impact on Nepalese youth's
entrepreneurial dreams and abilities. It becomes clear that transformational
leadership styles that are crucial in creating environments that encourage
entrepreneurship in Nepali young adults.
The studies show that
when higher education’s institutions’ environment are welcoming and
encouraging, young adults are more likely to take the initiative for
entrepreneurship, which benefits both their own growth and the economy as a
whole. To produce an entrepreneurial mindset among young adults in Nepal, which
meets the current socio-economic needs of Nepali young adults, the research
study shows that transformational leadership-driven approaches should be a part
of the leaders. This study finds entrepreneurship as a career of continuous
success for Nepali young adults in Nepal and emphasizes the interdependent
relationship between an effective transformational leadership approach and the
attainment of Nepal's young adults’ broad and successful entrepreneurship
development.
This research study
brings ample insights for those who dedicated to nurturing entrepreneurship
mindset among young adults. Higher
educational institutions leaders should embrace the knowledge and practices of
transformational leadership into their leadership and their daily endeavor for
organizational and followers’ growth. Applying transformational leadership
style along with widespread mentorship programs and development experiential
learning opportunities inside institution can meaningfully enhance young
students' entrepreneurial capabilities. Policymakers must adopt
transformational leadership approach and address all necessary structural and
cultural barriers through inclusive policies that support institutional leaders
to promote young entrepreneurs, particularly in Nepali higher educational
institutions. Moreover, partnerships with industry experts, non-governmental
groups, and intercontinental bodies can improve access to resources, networks,
and training programs. By implementing these strategies, Nepali colleges can
create a strong entrepreneurial environment that supports its youth
entrepreneur journey with innovation and economic sustainability on a broader
scale.
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* Master of Philosophies of
Education and Leadership, Lecturer,
Padma Kanya
Multiple Campus
padampoudel8@gmail.com
https://orcid.org/0009-0001-1968-1809
* Doctor on Education, Professor
Kathmandu University School
of Education
dpsubedi@kusoed.edu.np
http://orchid.org/0000-0002-4900-434X
* Doctor on Education, Lecturer,
Kathmandu
University School of Education
niroj@kusoed.edu.np
https://orcid.org/0000-0001-7646-1186