Mentorship as Pedagogical Strategy in Teaching Entrepreneurship: A Qualitative Study Among HLIs Student

Abstract

Despite increasing inclusion of entrepreneurship education in higher education, there has been little empirical research on how mentorship pedagogy works as an essential teaching method rather than a supplementary practice. This qualitative study addresses the gap by examining how mentorship pedagogy (MP) enhances entrepreneurial learning in a Malaysian public university setting. Grounded on Experiential Learning Theory and Social Learning Theory, the study explores how mentorship promotes practical engagement, reflection, and observational learning in entrepreneurship education. Semi-structured interviews were conducted with six students from business management faculty who had completed entrepreneurship courses. Thematic analysis identified five important themes: acquisition of practical entrepreneurial knowledge, educators’ roles as mentors and motivators, the influence of entrepreneurial role models, students’ self-motivation and preparedness, and perceived risks alongside the need for university support. The findings show that MP improves student engagement, entrepreneurial self-efficacy, and the integration of theory and practice. This study contributes to the entrepreneurship education literature by empirically demonstrating MP as an effective experiential and socially grounded instructional pedagogy that increases entrepreneurial intention. The findings provide valuable information for educators and policymakers attempting to move beyond traditional teaching methods and towards practical entrepreneurship curriculum.