Research Article: 2025 Vol: 28 Issue: 1S
Mohamed A. Montash, University of Jeddah, Jeddah
Ghufran Alahmadi, Qitaf Higher Institute Training, Madinah
Hanan Alghamdi, 30th Primary School, Ministry of Education, Dammam
Citation Information: Montash, A.M., Alahmadi, Q.G. & Alghamdi.H. (2025). The Role of Saudi Universities in Developing and Supporting the Culture of Entrepreneurship and Innovation. Journal of Entrepreneurship Education, 28(S1), 1-20
The study aims to determine how Saudi Arabian universities have influenced the countries entrepreneurial and innovation growth and development. The research employed surveys to investigate the various policies and initiatives laid down by Saudi Arabian universities to foster innovation and entrepreneurship. The researchers gathered information from the former and current students at these universities who interacted with the programs and initiatives. The data were analysed using SPSS for both validating the measures and testing the research hypothesis. The results showed that more than 80.6% of the respondents agreed to have been positively impacted by their universities' various entrepreneurship programs and initiatives. The study also found several driving factors that inspired innovation and entrepreneurship culture.
Innovation, Initiatives, Programs, Entrepreneurship, Saudi Universities.
Economic progress and prosperity rely heavily on innovation and entrepreneurship because they fuel economic growth, social change, and technological enhancement. Universities in Saudi Arabia have emerged as the hubs of revolutionary concepts in this rapidly evolving setting, kindling an innovation culture and enabling young talented, ambitious entrepreneurs to transform their ideas into attainable real businesses (Abdula & Banik, 2020). These institutions have opened the path for unmatched contributions, programs, and projects that advance the country's innovation environment, from lively classrooms to innovative research centers and state-of-the-art facilities.
Saudi Arabia is known for its rich culture and resilience to compete with the best nations in the world. The country has rejuvenated and revolutionized its institutions of higher learning to international standards. According to Almahdi (2019), the Saudi Arabian higher education system places a strong emphasis on research, which is one of its main pillars. Universities in KSA continuously devote significant resources to cutting-edge research in a wide range of fields (Khayati & Selim, 2019). These universities act as accelerators for societal advancement, creating a favorable environment for ideas to take wing.
Additionally, these schools are aware that encouraging creativity extends beyond the walls of the lecture hall or the research facility. As a result, KSA's universities have developed a wide range of groundbreaking initiatives and programs designed to promote creativity and entrepreneurship (Yusuf & Atassi, 2016). By bridging the disconnect between the academic and business communities, these programs help transform groundbreaking studies into commercially viable goods and services and raise a new generation of pioneers ready to challenge accepted conventions.
Saudi Arabia is also keenly interested in the Sustainable Development Goals (SDGs) and achieving Vision 2030. This aligns with the United Nation’s SDGs (Quality Education, Decent Work and Economic Growth, and Industry and Infrastructure). Abdelwahed (2022) posits that equipping learners with skills and competencies in innovation and entrepreneurship has been one of the keys focuses of these universities. This study helps to highlight the role of Saudi universities in entrepreneurship and innovation, thereby contributing to the promotion of economic growth, thereby achieving sustainable development in society.
The research paper was not limited to a specific university but highlighted the study of the role of Saudi universities as a whole in the public and private sectors in terms of developing and disseminating a culture of entrepreneurship and innovation. Thus, this research endeavors to highlight the significance of the various programs and initiatives Saudi Arabian universities implement in the public and private sectors. Using questionnaire and surveying a sample of past and current beneficiaries of these programs, the study aims to examine the influence of these programs and its outcomes on the learners’ ability to identify, launch, and grow their business.
Innovation and entrepreneurship are now more crucial than ever for the economic development and progress of nations around the world, including the Kingdom of Saudi Arabia (KSA). The Kingdom has identified innovation and entrepreneurship as major forces behind its aspirational 2030 Vision. By giving students and entrepreneurs the required education, skills, and resources, Saudi institutions are expected to play a crucial part in fostering the culture of innovation and entrepreneurship. This examination of the literature will look at fourteen publications about how Saudi universities might foster an innovative and entrepreneurial culture.
Saudi Arabia's Entrepreneurial Ecosystem
Siddiqui et al. (2021) explore the success factors that influence the effectiveness of university business incubators in Saudi Arabia. The researchers used a survey to identify the success criteria of the incubators. The study's findings indicate six important success factors for business incubators in Saudi Arabia, including supportive government policies, adequate funding, effective leadership, a supportive network, access to resources, and a conducive environment. The study also found that the lack of sufficient funding and a supportive network were the most significant challenges facing university business incubators in Saudi Arabia. The study's findings have important implications for policymakers, university administrators, and entrepreneurs in Saudi Arabia and other similar contexts.
These studies underscore the importance of a supportive entrepreneurial ecosystem that includes effective government policies, adequate funding, a supportive network, and access to resources for promoting entrepreneurship in Saudi Arabia. Educators can also play a crucial role in nurturing an entrepreneurial mindset among students and equipping them with the necessary skills and knowledge to succeed as entrepreneurs.
While Siddiqui et al. (2021) focused on identifying what drives successful business incubation, additional inquiries have broadened this focus to include various components of Saudi Arabia's entrepreneurial environment. For example, the research conducted by Bellavitis et al. (n.d.) investigates the impact of financial accessibility on the expansion of entrepreneurship within the nation, identifying private equity and angel investment as significant facilitators of entrepreneurial ventures supplementing governmental financial support. Conversely, the research of Alkhaled (2021) points to the influence of numerous socio-cultural dynamics on Saudi Arabian entrepreneurship, such as societal attitudes toward entrepreneurial ventures and the collective willingness to engage with financial risks.
Moreover, Saudi Arabia's government is instrumental in fostering a dynamic entrepreneurial ecosystem. Vision 2030 represents the Saudi government's strategic plan to stimulate entrepreneurship to foster economic diversity. This agenda has implemented comprehensive actions to simplify commercial legislation, provide monetary encouragement, and enable sharing of expertise and technological advancements. In addition, state agencies such as the Saudi Arabian General Investment Authority (SAGIA) and the Saudi Technology Development and Investment Company (TAQNIA) are vigorously supporting the expansion of entrepreneurship using financial inducements and investments.
However, while government support is pivotal, the active involvement of universities, corporations, and individuals in promoting entrepreneurship cannot be underestimated. Riedel (2017) point out that connections between universities and industries, such as joint ventures and cooperative studies, catalyze innovation and entrepreneurial endeavors. Additionally, establishing programs focused on entrepreneurship education and training strengthens aspiring entrepreneurs' ability, preparing them to tackle the difficulties of starting and expanding businesses. Furthermore, businesses can promote entrepreneurial spirit through measures like corporate venturing and cultivating a culture of entrepreneurship within the organization. Thus, advancing entrepreneurship in Saudi Arabia requires concerted cooperation among key players.
The Concept of Entrepreneurial Universities
Alghamdi (2020) explores the concept of entrepreneurial universities and the potential for Saudi universities to transform into entrepreneurial institutions. This study proposes a paradigm for Saudi universities to become more entrepreneurial, using the “European Union - Organization for Economic Co-operation and Development” EU-OECD framework as a guide. The study collected data from 331 academic leaders at four Saudi public universities through quantitative research design. The results showed that academic leaders perceive entrepreneurship in Saudi universities as moderate, with the highest-rated dimension being Organizational Capacity, People, and Incentives. The study provides valuable insights into the potential for Saudi universities to become more entrepreneurial and the challenges they may face in doing so.
Moreover, Alsultan (2020) also examined the entrepreneurial university concept and its implementation in Saudi Arabia. Qualitative interviews were conducted at 18 different Saudi Arabian universities. The study provided valuable insights into the potential for Saudi universities to become more entrepreneurial. The study highlights the importance of universities operating with greater autonomy from the Ministry of Education, the incorporation of entrepreneurship teaching through the creation of appropriate teaching and assessment methods, and the need to clarify intellectual property laws to encourage entrepreneurial endeavors in Saudi Arabia.
Entrepreneurship
To start with, Akhmetshin et al. (2019) investigated about the acquisition of entrepreneurial skills and competencies in higher learning institutions, in this, the research, the researchers selected a sample of 513- 4th year students pursuing “Economy and Management” from 5 different universities. The researchers used a survey to test the student’s readiness for the labor market and the skills they processed. Most of the participants (54%) were confident that their knowledge and skills were sufficient to handle the labor market and practical tasks. Besides, the participants expressed that they had attained several skills that helped them develop entrepreneurial thinking. The participants highlighted some skills, such as vision and creativity, which assisted them (entrepreneurs) in having a forward-thinking mindset. They also identified that the skills also help them which seek innovative solutions and identify gaps in the market. In addition, Akhmetshin et al. (2019) also affirmed that through vision and creativity, entrepreneurs create products and services that meet consumers evolving needs and desires. In short, Akhmetshin et al. (2019) highlights that having a clear vision and creativity is a cornerstone of entrepreneurial success.
Additionally, an article by the title “Convergence between 21st Century Skills and Entrepreneurship Education in Higher Education Institutes” by Ghafar (2020) investigated about entrepreneurial skills in the 21st century. The researcher undertook the research through a social constructionist approach to develop an empirical understanding of the topic. Through this research, the researchers found a significant importance in exposing students to skills such as social relationships, leadership, creativity and critical thinking to help them navigate the entrepreneurial landscape with ease. Furthermore, the article also stressed other necessary entrepreneurial skills, such as adaptability and flexibility. The business landscape is constantly evolving, as it is influenced by technological advancements, market trends, and global events such as natural disasters. With this, the entrepreneur needs to be adaptable and flexible to help navigate these changes effectively.
In addition, the research of Akimov et al. (2021) also investigated entrepreneurship education and how it instills professional qualities in e-commerce managers. Some of the entrepreneurial skills identified are financial literacy, risk-taking and resilience skills. Akimov et al. (2021) identified that entrepreneurship inherently involves risks, and successful entrepreneurs must embrace the risks and manage or mitigate them to help achieve long-term success. Furthermore, another critical skill for a successful entrepreneur is financial literacy. Entrepreneurs must understand budgeting, cash flow, and financial forecasting to make informed decisions that contribute to the financial health of their businesses.
Moreover, Mayr et al. (2021) also investigated entrepreneurs' characteristics and differences in business failure from bankrupt Australian SMEs. In this research, the researchers aimed to understand how small film failures were linked to entrepreneur characteristics. The findings indicated that firms led by older entrepreneurs had a significantly lower likelihood of going bankrupt. Additionally, the researchers identified that leadership and management experiences had a significant impact on the survival of a business. In summary, this research found that entrepreneurial characteristics had a considerable influence on the development of management experience in entrepreneurship programs.
Skills and Qualities of An Entrepreneur
Entrepreneurship is a dynamic field that requires a unique set of skills that ensure the survival and sustainability of any business, through entrepreneurship; entrepreneurs can navigate challenges faced in businesses with creativity and perceive failures as opportunities for growth. Moreover, to navigate this complicated nature of entrepreneurship, entrepreneurs must possess a specific set of skills and qualities that improve their survival in the competitive business environment even amidst uncertainty (Ratten, 2023).
Entrepreneurship is a multi-faceted journey that demands a diverse set of skills and qualities. Different researchers have approved that successful entrepreneurs possess a combination of vision, creativity, risk-taking, resilience, leadership, adaptability, and financial literacy. When Entrepreneurs cultivate and honor these attributes, they not only improve the likelihood of entrepreneurial success but also contribute to the growth and innovation of the broader business landscape (Hartmann et al., 2022). Furthermore, let us analyze these skills further to help understand what is needed for entrepreneurs to ensure business success.
Among the critical qualities of an entrepreneur, Vision has been identified as a pillar of entrepreneurial success. Vision in entrepreneurship can be defined as the ability to conceptualize and articulate a future goal, identify opportunities, and craft a roadmap to achieving it. Elon Musk, born in Pretoria, South Africa, in 1971, has embodied the vision of a successful entrepreneur, creating innovative software such as Zip2 and PayPal by 2002 and earning recognition for his transformative and visionary projects (Reid & Crawford, 2022).
Moreover, the other major quality is creativity. Creativity can be expressed as the ability to think outside the box and generate ideas or solve unique solutions in life. For an entrepreneur, this process involves connecting seemingly unrelated ideas and devising solutions that are beyond the normal (HBS Working Knowledge, 2016). A perfect example is Steve Jobs; his creativity as the founder of Apple Inc. left an indelible mark on the technological industry. Steve Job's legacy is not just on the series of transformative technological products but also on his creativity, which is expressed through the design of Apple products.
In addition, an entrepreneur must also be a fearless risk-taker. Risk-taking is the courage and willingness to face challenges or opportunities with the aim of attaining unknown potential rewards. In business, uncertainties and risks are components that drive innovation and growth. For instance, getting customers is not always a guarantee, so the first risk as an entrepreneur is to prepare the products and work to get a clientele (Singh, 2022). A good example is Elon Musk, a famous risk-taker. In the business world, Elon Musk is widely recognized for his ability to venture into untapped markets such as SpaceX and Tesla. This shows that a successful entrepreneur must be a vivid risk-taker.
Furthermore, resilience and adaptability are other significant qualities of a good entrepreneur. Resilience is the ability to bounce back from failures and push forward even amidst adversity. On the other hand, adaptability is the ability to adjust strategies based on changing circumstances. These two qualities go hand in hand to ensure that an entrepreneur pushes forward when they encounter failure or negative criticism. The narrative of Thomas Edison, a distinguished American inventor, underscores the concept of resilience within entrepreneurial ventures (Hartmann et al., 2022b). Despite confronting over a thousand setbacks, Edison's unwavering commitment culminated in the invention of the groundbreaking electric light bulb. His journey highlights the essentiality of enduring perseverance in entrepreneurial endeavors (Conot & Josephson, 2018). Edison's quest to pinpoint the optimal filament for the incandescent lamp illustrates the critical nature of adaptability to fluctuating scenarios and environmental shifts. The chain of unsuccessful experiments faced by Edison did not impede his dedication to invention. This exemplifies that persistent effort is a cornerstone of charaofreneurial success. Embodying the essence of an adept entrepreneur, Thomas Edison's life and works reflect key entrepreneurial traits resilience in the face of adversity, the ability to adapt when circumstances demand it, and unwavering persistence in pursuing innovation (Conot & Josephson, 2018).
Entrepreneurship typically entails formidable leadership capabilities, as seen through the dedication and motivation provided to team members aiming for corporate objectives. Noteworthy figures like Jeff Bezos of Amazon and Sam Altman of OpenAI exemplify such attributes. Altman, in particular, has been at the helm of OpenAI as CEO since 2019 and has displayed remarkable leadership prowess. A significant incident in 2023 highlighted this when Altman faced termination from his position. In response, a resounding majority of his staff, accounting for over 80% of 770 employees, made a bold statement—threatening mass resignation to endorse his leadership. As chronicled by Urquía (2023), this profound display of loyalty showcases a leader's deep influence, leading to Altman's reinstallation as CEO by the company board. This scenario underscores how pivotal strong leadership is within the sphere of entrepreneurship.
Programs and initiatives of entrepreneurship and innovation in Saudi universities
Saudi Arabia's education sector is actively working to promote entrepreneurship and innovation to meet the country's Vision 2030 and Sustainable Development Goals. Hayes (2023) defines an entrepreneur as an individual who establishes a novel enterprise, taking on most costs and benefiting significantly. He argues that an innovator is anyone who pioneers new ideas, concepts, or items, demonstrating the similar meaning of the terms. Saudi Arabian universities are implementing various programs and initiatives to promote entrepreneurship and innovation among students, providing resources and expertise to foster innovative ideas.
Business incubation initiatives in KSA, funded by private businesses, governmental bodies, and public entities, provide assistance, monetary backing, and technical support to young entrepreneurs, enabling them to develop and expand their businesses. KAUST's innovative business incubator focuses on developing SMEs in Saudi Arabia, providing them with tools and resources. The initiative has helped companies like QD Solar, Nomadd, Saher, Modus, Mirai Solar, and Sanoor grow and contribute to the country's economy (Explore High-Potential Partnerships with High-Tech Start-ups, n.d.).
As businesses expand, they shift from relying on business incubators to utilizing business accelerators, which connect start-ups with necessary resources for self-sustaining growth (Business Accelerator, 2022). Business accelerators at universities like King Saud, King Abdul Aziz, Jazan, and University of Tabuk support new businesses in their transformation period, providing direction and assistance. King Saud University's business incubators and accelerators provide essential resources for developing innovations and improving business performance. They foster entrepreneurship and innovation by helping new ideas grow from infancy to large companies. The Jeddah Valley Company, a major example, has benefited from these facilities. Implementing these facilities in universities fosters the growth of students' ideas and society (Jeddah Valley Company, n.d.).
Universities in Saudi Arabia host training camps and workshops to inspire young minds in innovation and entrepreneurship. These short, half-day to week-long forums aim to attract innovative ideas and guide them towards success. Universities like KFUPM, Al-Jouf, Qassim and Taif offer innovation and entrepreneurship training camps, featuring influential speakers and CEOs, to inspire students to focus on self-employment. King Fahd University's entrepreneurship institute provides workshops, seminars, and training camps to foster an innovation-entrepreneurship environment and contribute to the KSA's shift to a knowledge-driven business environment (Center for Entrepreneurship Education Entrepreneurship Institute, n.d.).
Innovation and business competitions foster an entrepreneurial mindset in students by challenging them to think critically and develop innovative ideas. The MBSC "University Innovation Challenge for Sustainable Development" is an example, sponsored by governmental and non-governmental organizations, attracting over 15 tertiary institutions to develop innovative solutions to global problems. The competition's management supports learners to create for-profit or humanitarian endeavors in Saudi Arabia (MBSC Awards Winners of University Innovation Challenge, 2022). KAUST participates in global competitions like the Entrepreneurship World Cup, providing students with exposure to global ideas and opportunities. As the largest entrepreneurship competition globally, it offers economic support and funding for winning businesses. These competitions are crucial for innovation and entrepreneurship among KSA students (KAUST Partners with Misk for 2020 Entrepreneurship World Cup Competition, 2020).
KSA universities offer innovation and entrepreneurship training courses, with Shaqra University providing extensive support for students, faculty, and staff to convert ideas into businesses, contributing to economic growth (Entrepreneurship and Innovation Unit Shaqra University, n.d.). The King Fahd University of Petroleum and Minerals offers free innovation and technology training courses to help students develop ideas and actualize them, attracting young investors and offering certifications (Center for Entrepreneurship Studies Entrepreneurship Institute, n.d.).
Many KSA universities offer optional courses in innovation and entrepreneurship to help students advance their careers. The University of Jeddah offers these courses alongside majors, aiming to assist gifted students in real-life situations by allowing them to apply their majors in innovation and entrepreneurship.
Saudi Arabia's universities offer innovation and entrepreneurial courses as majors, preparing students to develop new ideas and businesses. Effat University's Business Innovation and Entrepreneurship Research Center provides these courses, equipping students with skills to achieve Vision 2030 goals. Arab Open University and Taibah University also offer these courses, fostering an innovation and entrepreneurship culture that boosts the economy, creates jobs, and addresses social issues.
KSA universities offer master's degrees in innovation and entrepreneurship to equip students with the necessary skills to advance their careers and start successful businesses. The Master's in Innovation and Entrepreneurship program at the University of Jeddah provides students with knowledge in business management, financial analysis, branding, and innovation management. The program also offers practical assignments, internships, networking opportunities, and guest lectures. These courses are also offered at universities such as um Al-Qura University, Qassim University and Arab East Colleges all of which aim to produce innovative and skilled individuals for financial prosperity, entrepreneurship and societal challenges.
Onaizah Colleges has partnered with King Saud University Entrepreneurship Association to foster entrepreneurship and innovation. The partnership aims to improve collaboration, share events, and certify educational institutions as accredited training centers. This initiative will strengthen the university's center for innovation and benefit students interested in such programs. Arab Open University's Dammam branch hosted an Entrepreneurship Exhibition in collaboration with Global Entrepreneurship Week 2022, featuring students, scholars, and professionals showcasing unique entrepreneurial ventures and fundraising initiatives.
The PSU entrepreneurship club is an intellectual and social organization that welcomes all students, irrespective of their academic major (PSU Entrepreneurship Club, n.d.). Its primary objective is to enhance learners' comprehension of entrepreneurship as a profession option and to foster student enterprising skills and expertise. Taibah University sponsors student-innovative programs, providing funding and support for real-world solutions to societal problems. These initiatives foster innovation and entrepreneurship in the Kingdom, ensuring student energy is not wasted.
Research hypothesis development
Program Impact and Knowledge Enhancement
One crucial element is the effect of the entrepreneurship program on participants in terms of their knowledge about how to go through and perceive the process. Kim et al. (2019) confirm that programs have been crucial in providing the most relevant knowledge and skills to students in Saudi Arabia, having discussed this particular topic concerning digital business venturing. The study recognizes that participating in an entrepreneurial program increased the understanding of the process and improved students' confidence in being entrepreneurs. This is supported by an in-depth study conducted by Nevins (2021). According to the author, such programs develop relationships with entrepreneurial stakeholders and help establish an invaluable network of contacts. It is common for those attending business programs to have the opportunity to meet successful entrepreneurs, potential investors or possible partners. So, students get a support mechanism that facilitates their introduction into the entrepreneurial field (Kujala et al., 2022). Entrepreneurship programs in Saudi Arabia are also credited with inspiration and exploration of unique entrepreneurial opportunities, as demonstrated through a study by Ahmad et al. (2023). The course material helps participants discover new and potentially lucrative ideas based on entrepreneurial possibilities they had not considered before. Finally, these programs provide students with practical tools and resources critical to starting a business, as Schindler et al. (2017) stated. This statement implies that such initiatives are crucial to providing would-be entrepreneurs with the opportunity to go through and overcome the hurdles related to setting up and managing a new business (Martin et al., 2019).
Skill Development and Business Planning
It is essential to provide potential entrepreneurs with the skills needed for effective business planning and startup operation. First, as evidenced by Eller (2022), good training in entrepreneurship and innovation programs can equip learners with the appropriate knowledge base and tool kit to execute elaborate business plans. Such programs also help students understand crucial business aspects such as financial management, especially for start-ups. One significant impact of these initiatives is that they demystify the funding sources available for startup firms, an area where many novice entrepreneurs see only darkness. The ability of such programs to develop skills that would help startups attract investors is another essential feature. According to Abdelwahed et al. (2022), one of the critical skills such programs can provide is the ability to pitch business ideas effectively and adequately to investors and stakeholders, among others – a critical task that new entrepreneurs and potential ones need if they are ever going to secure an initial investment or sustain regular funding. On the one hand, these findings demonstrate that learners who intend to start their own companies can benefit significantly from involvement in such entrepreneurship and innovation programs in Saudi Arabia.
Marketing Understanding
Marketing in small and medium-sized enterprises (SMEs) and start-ups is a prevalent and significant challenge that entrepreneurs frequently face. According to Amjad et al (2020), entrepreneurial marketing is typically not included in business administration programs at business schools, even though it is essential for SMEs entrepreneurs. A comprehensive grasp of marketing is crucial for promoting entrepreneurship and propelling innovation in the current cutthroat business environment. Through the proper implementation of marketing strategies, entrepreneurs may successfully discover and exploit opportunities, distinguish their products or services, and eventually, achieve a competitive edge. Furthermore, a comprehensive comprehension of marketing empowers entrepreneurs to proficiently convey the significance of their products or services to customers, consequently enhancing brand recognition and devotion. As a result, this promotes innovation by incentivizing ongoing enhancement and adjustment to evolving market needs. Marketing is essentially the cornerstone of entrepreneurial success, as it establishes a structure for making strategic decisions and fostering sustained growth over time. Therefore, it is crucial for ambitious entrepreneurs to prioritize the cultivation of their marketing expertise in order to effectively traverse the intricacies of the business landscape and attain long-lasting success (Nijssen, 2021).
Teamwork Skills
When it comes to teamwork skills, entrepreneurship programs also help in building effective teams that have a shared vision and mission. As per the research conducted by Johnson (2021), such programs foster cooperation among team members. Moreover, such programs significantly promote communication and collaboration skills among participants, as revealed by the research conducted by Atlassian (2020). These skills are essential to operating a company because clear and effective communication is crucial to decision-making and is intended to ensure coordinated decisions in any business venture (McLaney et al., 2022). It is evident that entrepreneurship education and endeavors to popularize various programs in Saudi Arabian universities enhance individuals' skill sets and promote overall economic development, assisting them in achieving their 2030 Vision (ResearchGate, 2021). It is a necessary tool for achieving a knowledge-centered economy through fostering entrepreneurial activities, attitudes, skills and ventures.
Legal and Social Aspects
The importance of comprehensive knowledge about intellectual property rights, patent law, and other legal issues in the entrepreneurship industry must be recognized. These programs also emphasize adopting sustainable practices and addressing social challenges, including poverty eradication. This reflects the worldwide trend towards the integration of starting a business with goals for sustainability. Finally, another essential element in these programs is launching learners on primary electronic services available to entrepreneurs, particularly as digital platforms are becoming more of an integral part of business operations. Therefore, these programs provide a broad variety of knowledge and skills that make them integral to nurturing an effective entrepreneurial ecosystem in Saudi Arabia.
Future Aspirations and Recommendations
The outcomes of entrepreneurship and innovation programs presented in Saudi universities were evaluated in an exploratory study. Two hundred fifty-three students and alums were studied quantitatively to gather data. Many respondents attested to the beneficial effects of their respective program programs on their intentions to continue education or practical training in entrepreneurship or innovation. This effect was primarily attributed to the program's comprehensive scope of fundamental entrepreneurship concepts and principles. Practical learning experiences such as business plan writing competitions, pitch sessions, and case studies showed them successful early-stage entrepreneurs' stories and experiences that fed into their increasing knowledge skills, confidence, and motivation.
WB (2021) question Based on the survey conducted among 290 students in different Saudi universities, it is evident that participants considered entrepreneurship programs to help improve their career opportunities. The participants stated that the program had increased their employability skills, provided a deeper understanding of career opportunities, improved their capacity to detect and capitalize on business opportunities, and developed innovation and problem-solving competencies. These results illustrate the importance of entrepreneurship education in preparing students to face a dynamic labor market.
In addition, entrepreneurship and innovation programs also developed a more holistic understanding of what it means to be an entrepreneur or innovator for the participants, as noted by Ratten (2023). 31 Program graduates' focus group discussions and individual interviews in this qualitative study showed that the program enabled them to discover entrepreneurship in its deep dimensions of multidimensions and complexity. We are also grateful for the interdisciplinary educational initiatives that characterized our time in the program, including theoretical and practical aspects of entrepreneurship, exposure to different types of entrepreneurs and sectors, as well involvement with real-life business operations discussions with various stakeholders within this field like a successful venture capitalist an aspiring one mentor's industry leaders.
Haji et al. (2022) reported high satisfaction rates and intention to recommend among participants in entrepreneurship programs in the Kingdom of Saudi Arabia. 91 out of 125 participants were highly willing to refer others interested in entrepreneurship or innovation to their program. The factors highlighted in the study supporting the high recommendation intention included quality content and pedagogy of programs, thorough learning support, opportunities for building networks, perceived outcomes or results from training, and good feelings about training sessions. This illustrates the positive translational effect and transformative learning from entrepreneurship and innovation programs to their participants.
Starting from a broader perspective on how entrepreneurship education influences people's journey towards becoming entrepreneurs, Lv et al. (2021) emphasized that such programs assist in creating platforms for mentorship. Their research found that mentorship is essential during the earliest stages of starting and running new business ventures. Also, programs help to identify and formulate viable business ideas that connect with the interests and abilities of participants. In this way, Cote (2020) highlighted that their practical and experiential approach to teaching entrepreneurship has led to creativity and innovation as students can now scientifically identify profitable business growth opportunities. In addition, on the aspect of enabling establishing new businesses (Al-Mamary & Alshallaqi, 2022), Many Saudi Arabian students successfully established their ventures as a result of gaining critical entrepreneurial skills, knowledge and networks from these programs. In addition, they discovered that these types of programs also play a crucial role in helping participants develop their existing businesses and, often, help them scale up operations (Kraus et al., 2021). They achieve sustainable growth while finding market positions whenever possible.
Based on the following discussion, the following hypotheses are developed:
H1. There is a positive significant effect of the universities programs’ outcome “knowledge enhancement” on entrepreneurial abilities.
H2. There is a positive significant effect of the universities programs’ outcome “skills development and business planning” on entrepreneurial abilities.
H3. There is a positive significant effect of the universities programs’ outcome “marketing understanding” on entrepreneurial abilities.
H4. There is a positive significant effect of the universities programs’ outcome “teamwork skills” on entrepreneurial abilities.
H5. There is a positive significant effect of the universities programs’ outcome “legal and social aspects” on entrepreneurial abilities.
H6. There is a positive significant effect of the universities programs’ outcome “future aspirations and recommendations” on entrepreneurial abilities.
This study rests on examining the phenomenon under investigation throughout surveying perceptions and viewpoints of graduates and community members benefiting from entrepreneurship and innovation programs provided by Saudi government and private universities. The research identified 31 universities and governmental centers provide entrepreneurship and innovation programs.
The measures for this study were developed based on a pool of previous literature (Abdelwahed, 2022; Ahmad et al., 2023; Al-Mamary & Alshallaqi, 2022; Johnson, 2021; Kim et al., 2022). Several entrepreneurial scholars and practitioners were interviewed to qualitatively validate the research measurement. Subsequently, a comprehensive pilot study was undertaken to statistically validate the research questionnaire on larger scale. Both the qualitative interviews and pilot study demonstrated the presence of reliable and validated instrument.
Data Analysis and Findings
The data was analyzed using two stages of analysis: data analysis preparation and multivariate analysis. Data analysis preparation involves examining missing values, outliers, and normality. Data analysis preparation involves providing a description of the sample. Conversely, multivariate techniques including reliability, factor analysis, and regression models were employed to examine the relationships among the variables in this study.
Respect to response rate of the research sample, 400 questionnaires were sent to the government and universities’ programs graduates. Responses were obtained from 347 respondents with a response rate of 86.8%. Relating to the sex of the respondents, 52.7% were female and 47.3% male. Regarding the age of respondents, over 36 years represents the largest category, while younger than 17 years represents 6%. Moreover, bachelor holders represent 58.5% of the sample, while PhD holder represent 2.9% in Table 1.
| Table 1 Characteristics of Study Sample | |||||||
| Demographics | Categories | Freq. | % | Demographics | Categories | Freq. | % |
| Age | 21 - 25 | 56 | 16.1 | Type of entrepreneurship and innovation program offered | Bachelor's degree | 4 | 1.2 |
| 26 - 30 | 94 | 26.2 | Business accelerators | 44 | 12.7 | ||
| 31 - 35 | 81 | 22.5 | Business incubators | 69 | 19.9 | ||
| Over 35 | 114 | 32.9 | Competition | 32 | 9.2 | ||
| Total | 347 | 100.0 | Course | 10 | 2.9 | ||
| Sex | Female | 183 | 52.7 | Elective subject | 14 | 4.0 | |
| Male | 164 | 47.3 | Master's degree | 62 | 17.9 | ||
| Total | 347 | 100.0 | Training camp | 36 | 10.4 | ||
| Education | Bachelor’s degree | 203 | 58.5 | Training course | 76 | 21.9 | |
| Diploma degree | 40 | 11.5 | Total | 347 | 100.0 | ||
| Doctorate degree | 10 | 2.9 | |||||
| High school degree | 16 | 4.6 | |||||
| Master’s degree | 78 | 22.5 | |||||
| Total | 347 | 100.0 | |||||
Measurements validity and reliability
Exploratory factor analysis EFA was used to examine unindimintionality and validity of the study measures. EFA is a statistical approach that can be used to analyze interrelationships among a large number of variables and to explain those variables in terms of their common underlying dimensions (Hair et al., 2020), and it is mainly used to understand the structure of a set of variables, construct a questionnaire to measure underlying variables and reduce a dataset to a more manageable size while retaining as much of the original information as possible. This study uses the principal component method for factor extraction and varimax orthogonal rotation to get the best solutions (Hair et al., 2020).
EFA with Varimax rotation was run to set the appropriate structure of study variables. Table 2 shoes that EFA generated 7 factors solution from 24 items. Table 2 shows clearly that all factor loadings exhibit very high values of above 0.7 as recommended by Hair et al. (2020). Three items were dropped from the total of 27 items because of cross-loadings and low factor loadings. The cumulative variance explained by the seven factors is 81.26 percent.
| Table 2 EFA Results, Mean, Standard Deviation, and Cronbach’ Alpha (Α) | |||||||||||
| Variables | Items | Extracted factors and loadings | Mean | SD | α | ||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |||||
| Program Impact and Knowledge Enhancement PIKE |
The program helped me develop a better understanding of the entrepreneurial process | 0.78 | 3.17 | 1.126 | 0.9 | ||||||
| The program provided me with valuable knowledge and skills | 0.82 | 3.12 | 1.075 | ||||||||
| The program helped me develop a network of entrepreneurial contacts | 0.74 | 2.96 | 1.212 | ||||||||
| The program inspired me to pursue entrepreneurial opportunities I would not have otherwise considered | 0.85 | 3.33 | 1.143 | ||||||||
| The program provided me with practical tools and resources to pursue entrepreneurship | 0.82 | 3.45 | 1.102 | ||||||||
| Skill Development and Business Planning SDBP |
The program provided me with knowledge and tools to develop a comprehensive business plan | 0.87 | 3.85 | 0.839 | 0.92 | ||||||
| The program helped me better understand financial management for a startup | 0.83 | 3.85 | 0.940 | ||||||||
| The program helped me gain greater knowledge of funding options available for startups | 0.90 | 3.80 | 0.845 | ||||||||
| The program helped me develop skills to attract investors for my startup | 0.91 | 3.86 | 0.775 | ||||||||
| The program provided me with opportunities to pitch my ideas to investors or other stakeholders | 0.85 | 3.99 | 0.822 | ||||||||
| Market Understanding MU |
The program helped me develop a better understanding of market analysis and customer needs | 0.85 | 3.76 | 1.079 | 0.9 | ||||||
| The program helped me better understand marketing and sales for a startup | 0.88 | 3.73 | 0.945 | ||||||||
| The program adequately prepared me for the challenges of entrepreneurship | 0.86 | 3.55 | 0.978 | ||||||||
| Teamwork Skills TS |
The program helped me to develop a strong team that shares my vision and mission | 0.84 | 3.56 | 0.976 | 0.88 | ||||||
| The program equipped me with skills to effectively communicate and collaborate with the team | 0.87 | 3.53 | 0.974 | ||||||||
| Legal and Social Aspects LSA |
The program helped me develop a better understanding of intellectual property and patent law | 0.83 | 3.51 | 1.063 | 0.92 | ||||||
| The program helped me develop a better understanding of social and environmental responsibility in entrepreneurship | 0.84 | 3.59 | 1.107 | ||||||||
| The program helped me to know the important electronic services for entrepreneurs | 0.82 | 3.52 | 1.101 | ||||||||
| Future Aspirations and Recommendations FAR |
The program inspired me to pursue further education or training in entrepreneurship or innovation | 0.81 | 3.38 | 1.088 | 0.89 | ||||||
| The program has had a positive impact on my career prospects | 0.84 | 3.26 | 1.108 | ||||||||
| The program helped me develop a more comprehensive perspective on entrepreneurship and innovation | 0.81 | 3.52 | 1.095 | ||||||||
| Entrepreneurial Ability Impact (Dependent) EAI |
I am able to identify a viable business idea that aligns with my interests and skills | 0.86 | 3.70 | 1.020 | 0.92 | ||||||
| I am able to launch my own business | 0.83 | 3.67 | 1.038 | ||||||||
| The program has helped me grow my existing business and scaling it up | 0.79 | 3.64 | 1.015 | ||||||||
Cronbach Alpha (α) values scores for the seven factors reflect satisfactory internal consistency for those items. The reliability scores of all variables exceed 0.88, which is above the usual cut-off level of 0.7 as recommended by Hair et al. (2020).
As seen in Table 3, Pearson’s correlation coefficients show positive and significant relationships between all the independent variables and entrepreneurial ability impact. According to the coefficients of correlations PIKE, SDBP, MU, TS, LSA, and FAR show values 0.462, 0.185, 0.450, 0.489, 0.510, and 0.486 with EAI respectively at a significant level (p < 0.001).
| Table 3 Pearson’s Correlation Matrix | ||||||||
| PIKE | SDBP | MU | TS | LSA | FAR | EAI | ||
| PIKE | Pearson r | 1 | ||||||
| Sig. (2-tailed) | ||||||||
| N | 347 | |||||||
| SDBP | Pearson r | .110* | 1 | |||||
| Sig. (2-tailed) | 0.040 | |||||||
| N | 347 | 347 | ||||||
| MU | Pearson r | .361** | .164** | 1 | ||||
| Sig. (2-tailed) | 0.000 | 0.002 | ||||||
| N | 347 | 347 | 347 | |||||
| TS | Pearson r | .353** | -0.029 | .359** | 1 | |||
| Sig. (2-tailed) | 0.000 | 0.587 | 0.000 | |||||
| N | 347 | 347 | 347 | 347 | ||||
| LSA | Pearson r | .439** | .125* | .458** | .453** | 1 | ||
| Sig. (2-tailed) | 0.000 | 0.020 | 0.000 | 0.000 | ||||
| N | 347 | 347 | 347 | 347 | 347 | |||
| FAR | Pearson r | .466** | 0.083 | .356** | .436** | .545** | 1 | |
| Sig. (2-tailed) | 0.000 | 0.121 | 0.000 | 0.000 | 0.000 | |||
| N | 347 | 347 | 347 | 347 | 347 | 347 | ||
| EAI | Pearson r | .462** | .185** | .450** | .489** | .510** | .478** | 1 |
| Sig. (2-tailed) | 0.000 | 0.001 | 0.000 | 0.000 | 0.000 | 0.000 | ||
| N | 347 | 347 | 347 | 347 | 347 | 347 | 347 | |
Regression Results
According to the results shown in Table 4, the six variables (PIKE, SDBP, MU, TS, LSA, and FAR) have a significant effect on entrepreneurial ability impact, where the value of the standard regression coefficients (β) were 0.172, 0.115, 0.159, 0.242, 0.163, and 0.13 respectively, at a level of significance of 0.01 for all except LSA and FAR that shoed significance level at 0.05. That is, the predictive regression equation for the relationship between the entrepreneurial ability impact as a dependent variable and those variables as independent variables takes the following form:
| Table 4 Regression Results | ||||||||
| Beta | t | Sig. | Correlations | Collinearity Statistics | ||||
| Zero-order | Partial | Part | Tolerance | VIF | ||||
| (Constant) | 0.289 | 0.773 | ||||||
| PIKE | 0.172 | 3.547** | 0.000 | 0.462 | 0.189 | 0.144 | 0.704 | 1.420 |
| SDBP | 0.115 | 2.754** | 0.006 | 0.185 | 0.148 | 0.112 | 0.951 | 1.051 |
| MU | 0.159 | 3.324** | 0.001 | 0.450 | 0.177 | 0.135 | 0.724 | 1.381 |
| TS | 0.241 | 4.982** | 0.000 | 0.489 | 0.261 | 0.202 | 0.704 | 1.420 |
| LSA | 0.163 | 3.038* | 0.003 | 0.510 | 0.163 | 0.123 | 0.574 | 1.741 |
| FAR | 0.138 | 2.651* | 0.008 | 0.478 | 0.142 | 0.108 | 0.610 | 1.640 |
| Coefficient of Determination R2 | 0.439 | Adjusted R2 | 0.429 | |||||
| Std. Error of The Estimate | 0.717 | Multiple Correlation R | 0.662 | |||||
| F-Value | 44.323 | Durban-Watson | 1.821 | |||||
| Significance | 0.000 | |||||||
Y = 6.55+0.172X1+0.115X2+0.159X3+0.241X4+0.163X5+0.138X6
Where Y refers to the dependent variable (entrepreneurial ability impact), X1 to PIKE, X2 to SDBP, X3 to MU, X4 to TS, X5 to LSA, and X6 to FAR. Where the value of the constant for the regression model=6.55.
The previous regression equation is significant at the level of 0.00, and the significance of the multiple regression equation indicates that the regression model represents the relationship between the five variables and the dependent variable (entrepreneurial ability impact), and it is also clear that the Adjusted R2 of the regression model is 0.43, which indicates that the independent variables all together explain about 43% of the variance in the dependent variable, entrepreneurial ability impact, that support the six hypotheses of this study.
The research on entrepreneurship and innovation in Saudi universities thoroughly evaluates the demanding situations, opportunities, and initiatives to sell an entrepreneurial tradition within the academic environment. Almahdi (2019) and Khayati and Selim (2019) highlighted studies in Saudi Arabian universities and emphasized their essential role in promoting innovation and social improvement. This emphasis on research is a cornerstone for developing entrepreneurial initiatives that promote monetary growth. However, Siddiqui et al. (2021) highlighted demanding situations, which include insufficient funding and a lack of an aid community that hinders the effectiveness of enterprise incubators in universities in Saudi Arabia. This shows that strategic measures are taken to meet these challenges and boost the impact of entrepreneurial initiatives.
In addition, the study underlines the significance of collaboration among higher education establishments and companies to show progressive thoughts into concrete results. Yusuf and Atassi (2016) highlighted various programs and initiatives that Saudi universities use to promote creativity and entrepreneurship, highlighting the importance of collaboration in selling finances. However, a survey of academic personnel and administrators in Saudi universities determined troubles such as low consciousness of the importance of entrepreneurship. It constrained entry into networks and partnerships. This highlights the need for elevated consciousness and strategic partnerships to maximize the impact of instructional-industry collaboration in selling entrepreneurship and innovation.
The review highlights the critical role of equipping students with the essential abilities and abilities in innovation and innovation entrepreneurship and the country's vision of sustainable improvement. Zarei (2020) emphasized the focal point of Saudi Arabian universities on growing these capabilities among students and their role in selling economic growth and social progress. This aligns with the broader national purpose of selling economic diversification and sustainable development via innovation and entrepreneurship. However, demanding situations such as insufficient investment and assets can prevent the robust implementation of college entrepreneurship programs. Consequently, investing in entrepreneurship education and competencies development is vital to assist rm monetary and social go in the terminal.
The study results, additionally, support Johnson (2021) emphasize of the revolutionary role of entrepreneurship and innovation in promoting financial development and social alternatives in Saudi universities.
Similarly, the results support Atlassian (2020) suggestion that the function of university-industry collaboration in promoting entrepreneurship and innovation in Saudi Arabia. The study demonstrates the significance of partnerships in bridging the distance between academia and enterprise. They observe the advantages of collaborative initiatives, including joint ventures and collaborative research, in selling family innovation and entrepreneurship. By fostering solid ties among universities and industries, Saudi Arabia can create a conducive environment for knowledge trade, technology switch, and the consequences of the commercialization of studies, thereby promoting monetary growth and competitiveness.
Recommendations
Considering a comprehensive study on the landscape of the creation of a business in Saudi Arabia and the role of entrepreneurial education, something that is quite clear is that concentrated work is needed to allow the development of a better ecosystem of entrepreneurship in the country. Siddiqui et al. (2021), Bellavitis et al. (n.d.), and Alkhaled (2021) show that enterprise in Saudi Arabia is multidimensional and, thus, stresses the central role of finance availability, sociocultural parameters, and governmental support. The Vision 2030 policy, with the involvement of agencies like SAGIA and TQNIA, has enabled the tragedy of opportunity through entrepreneurial activities. In contrast to this, one mention that should be incorporated is the importance of developing stronger linkages between academia and industry to the realization of this vision by Riedel (2017), which will stimulate innovation and up-to-date entrepreneurs. It is the case that universities, specifically, find themselves at the forefront of the push to promote entrepreneurship. With that in mind, the universities should be forged along the lines recommended in Alghamdi's (2020) and Alsultan's (2020) studies focusing on making Saudi universities more entrepreneurial. If this is done, it will greatly help in attaining the national strategic objective of economic divers.
In addition, the analysis of entrepreneurship education and its effect on entrepreneurship and innovation, brings to light the vital importance of personalized educational platforms in inculcating the learners with an entrepreneurial spirit. Studies have proven that entrepreneurship courses not only ignite MBA students' interest but also factor in creating the whole business sustainability point of view, representing the need for an integrated way of managing an education system. Indeed, the recommendations Saudi Arabian policymakers and educational institutions should focus on include mandating all discipline courses to feature entrepreneurship sections and actively involving departments to realize the entire set of benefits of entrepreneurship education. By means of this method, an entrepreneurial culture may be created, which can solve problems like unemployed people need access to finance. With that step, the number of unemployed people may decrease through the empowerment of up-and-coming entrepreneurs. Conclusively, input from all aspects of society is necessary to try to level this situation. Universities, Government, and The Saudi crafter's culture's uniqueness will use their strengths to expand the kingdom's entrepreneurial ecosystem and, finally, will be ready to drive innovations, economic development, and people employment according to the 2030 vision objectives.
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Received: 01-Oct-2024, Manuscript No. AJEE-24-15359; Editor assigned: 03-Oct-2024, PreQC No. AJEE-24-15359(PQ); Reviewed: 10-Oct-2024, QC No. AJEE-24-15359; Revised: 18-Oct-2024, Manuscript No.AJEE-24-15359(R); Published: 25-Oct-2024