Abstract

This study investigates the pivotal role of real-world experiential learning in cultivating leadership competencies among university students within the context of entrepreneurship education. As higher education institutions increasingly endeavor to equip students for complex, highly dynamic professional landscapes, there is an escalating imperative to integrate pedagogical strategies that foster practical skill acquisition alongside foundational theoretical knowledge. A convergent mixed-methods research design was deployed for this investigation. Quantitative data were amassed from 51 undergraduate students utilizing a structured questionnaire, while qualitative insights were derived from semi-structured interviews designed to deeply explore the students’ educational experiences. The quantitative findings revealed a pronounced developmental gap; although the current self-reported level of leadership competencies was high (M = 3.89), the desired level was higher (M = 4.46). A subsequent gap analysis determined that visionary thinking exhibited the most substantial deficit (0.686), followed by communication skills (0.569) and innovation and creativity (0.438). These outcomes were corroborated by the Priority Needs Index (PNI), which designated visionary thinking (PNI = 0.19) as the most critical area for targeted development. Furthermore, qualitative analyses elucidated that authentic, real-world experiential learning activities—specifically project-based initiatives, business simulations, and formal presentations—are instrumental in augmenting leadership competencies by stimulating active engagement, strategic decision-making, and the tangible application of knowledge. The study ultimately concludes that real-world experiential learning serves as a highly efficacious pedagogical framework for developing higher-order leadership skills in entrepreneurship curricula. These insights offer actionable implications for educators and curriculum developers striving to bridge the persistent divide between academic environments and authentic professional demands.

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