**4. The systematic framework of entrepreneurship education in developing successful entrepreneurs**

The previous study proposed the systematic framework for entrepreneurship education (EE) within higher education institutions [16]. Their work provided the building process of its framework in a systematic way that consists of ontological, epistemological, and method‐ ological assumptions. The systematic framework for EE can be seen in **Figure 1**.

Three important aspects for students to learn effectively are as follows: they must possess knowledge and skills that individuals apply in conducting their study, the process is focused on their recruitment and selection; they must have the supporting learning environment which provided by institutions that enable the students to undertake learning successfully

**Figure 1.** The systematic framework for entrepreneurship education in developing successful entrepreneurs [16].

such as curricula and facilities that are provided by institutions; and they must have some‐ thing as a motivator such as grants and a grading system to conduct their study effectively.

The important aspects for lecturers are that they can improve their students' ability to learn through regular progress reviews such as learning evaluations; they can improve the opportu‐ nity of their students to learn satisfactorily, such as using the appropriate teaching method and provide mentoring if needed; and they have the capability of encouraging their students' moti‐ vation to learn such as using of reward to recognize their students' participation or performance.

There are several aspects necessary for lecturers to teach satisfactorily. The institution must improve the ability, opportunity, and incentive to teach. The institution should provide the mechanism or the process to acquire lecturers that enables to teach a particular subject or to undertake tasks successfully. This includes recruitment and selection of lecturers, pay and safety needs, professional development training, and performance evaluation. The institution should enhance the quality of lecturing capabilities to achieve learning goals. This includes appropriate workloads, knowledge sharing, pedagogical freedom, learning material support, and fund allocation. The institution also should provide positive motivation to teach satisfac‐ torily such as the use of incentives and rewards for innovative teaching.

The output of EE within HEIs consists of entrepreneurial graduates possessing required entre‐ preneurial competencies such as identifying and evaluating business opportunity, identifying and solving problems, decision‐making ability, networking skills, oral communication abilities, and innovative thinking [17]. Such individuals have the necessary competences to start new ven‐ tures (start‐up businesses). The outcome of EE at HEI level is graduates capable of sustaining and growing a business beyond its launch to become successful entrepreneurs. The criteria for being considered as such include the ability to offer quality jobs [18], high profitability, significant busi‐ ness growth, unique business innovation, business contribution to society, personal satisfaction for the entrepreneur, stakeholder satisfaction with the entrepreneur, a meaningful work‐life bal‐ ance, strong public recognition, and product or service usefulness for consumers [19].

The contribution of previous study [16] is providing guidelines for effective learning to encourage students in becoming successful entrepreneurs, which reveals a research gap in the existing EE literature. This framework gives a better valuable insight than the previous studies [20, 21]. The framework provides clear whether key stakeholders' (students, lecturers, and institution) structured responsibility within a university relates to all important aspects of EE best practices, and it shows clear interaction among the institution's key stakeholders or the learning assurances in the implemented framework.
