Fostering Tech-Driven Entrepreneurship: A Comparative Analysis

of Computer Studies and Entrepreneurship Programs

Introduction

Background and Rationale

The digital era has ushered in a transformative wave of entrepreneurship, characterized

by the rapid proliferation of startups, digital innovations, and disruptive technologies.

Entrepreneurial ventures today often revolve around harnessing the power of technology to

create novel solutions, connect with customers, and scale their businesses. Whether it is

developing mobile apps, implementing e-commerce platforms, or utilizing data analytics for

market insights, technology is an integral part of modern entrepreneurship.

In the heart of the digital age, the entrepreneurial landscape has been reshaped

dramatically by the rapid proliferation of startups, the infusion of digital innovations, and the

widespread adoption of disruptive technologies. Today's entrepreneurs are increasingly reliant on

technology to create innovative solutions, reach new markets, and scale their ventures (European

Commission, 2018). Whether it's developing mobile applications, implementing e-commerce

platforms, or harnessing data analytics for market insights, technology has become an essential

component of modern entrepreneurship.

Within the domain of higher education, two distinct academic disciplines have emerged

as key players in this evolving entrepreneurial ecosystem: the Bachelor of Science in Computer

Studies (BSCS) and the Bachelor of Science in Entrepreneurship (BSE) programs. BSCS

programs are designed to equip students with technical proficiency, honing their problem-solving

abilities and programming skills (Oladokun, 2016). Graduates of BSCS programs emerge well-
versed in software development, cybersecurity, artificial intelligence, and other critical

technological domains (Zhang et al., 2018). In contrast, BSE programs are tailored to cultivate an

entrepreneurial mindset, fostering skills such as creativity, innovation, market analysis, and

business planning (Lerner et al., 2018).

Recognizing the symbiotic relationship between technology and entrepreneurship, it has

become increasingly common for students interested in entrepreneurship to pursue a concurrent

education in computer science. This cross-disciplinary approach empowers aspiring

entrepreneurs to not only launch tech-based startups but also develop innovative products and

effectively compete in the dynamic digital marketplace (Audretsch et al., 2018). However,

despite the evident convergence of these two domains, there remains a noticeable dearth of

empirical research that systematically assesses the effectiveness of BSCS and BSE programs in

fostering what can be termed "tech-driven entrepreneurship" (Neck & Meyer, 2018). This study

aims to address this critical gap in knowledge through a comprehensive comparative analysis of

these programs. Its overarching goal is to uncover the extent to which they contribute to the

development of tech-savvy entrepreneurs who can navigate and excel in the contemporary

entrepreneurial landscape, where technology serves as both a tool and a driving force.

The rapidly evolving intersection of technology and entrepreneurship has not only

transformed business paradigms but also holds significant implications for economic

development and innovation on a global scale. In the digital age, the integration of technology

and entrepreneurship has become increasingly symbiotic, giving rise to tech-driven

entrepreneurship as a catalyst for economic growth, job creation, and innovation (Acs et al.,

2018). While entrepreneurship programs have long played a vital role in nurturing innovative

business ideas and fostering entrepreneurial mindsets (Gibb, 2017), computer studies programs
have equipped students with essential technical skills, enabling them to leverage technology in

their entrepreneurial pursuits (Soto-Acosta et al., 2018). However, as the boundaries between

technology and entrepreneurship continue to blur, it is imperative to assess how these academic

programs are adapting to prepare graduates for the multifaceted challenges and opportunities of

tech-driven entrepreneurship.

This study's overarching goal is to explore and compare the effectiveness of Bachelor of

Science (BSc) programs in Computer Studies and Entrepreneurship in nurturing and empowering

tech-driven entrepreneurs. It seeks to shed light on whether these programs adequately equip

students with the requisite technical knowledge, entrepreneurial skills, and mindset needed to not

only survive but thrive in a technology-centric business environment (Ratten, 2018). Through a

comprehensive examination of curricular elements, student experiences, and post-graduation

outcomes, this research aspires to contribute substantively to the ongoing discourse on the role of

technology in entrepreneurship, the efficacy of educational programs, and the preparation of

future generations for the dynamic world of tech-driven innovation and business creation.

However, as the boundaries between technology and entrepreneurship continue to blur, it

is imperative to assess how these academic programs are adapting to prepare graduates for the

multifaceted challenges and opportunities of tech-driven entrepreneurship.

This study's overarching goal is to explore and compare the effectiveness of Bachelor of

Science (BSc) programs in Computer Studies and Entrepreneurship in nurturing and empowering

tech-driven entrepreneurs at Bicol College in Daraga, Albay. It seeks to shed light on whether

these programs adequately equip students with the requisite technical knowledge, entrepreneurial

skills, and mindset needed to not only survive but thrive in a technology-centric business

environment (Ratten, 2018). Through a comprehensive examination of curricular elements,

substantively to the ongoing discourse on the role of technology in entrepreneurship, the efficacy

of educational programs, and the preparation of future generations for the dynamic world of

tech-driven innovation and business creation.

On one hand, Bachelor of Science in Computer Studies (BSCS) programs are designed to

equip students with technical proficiency, problem-solving abilities, and programming skills.

Graduates of these programs are well-versed in software development, cybersecurity, artificial

intelligence, and other key technological domains. On the other hand, Bachelor of Science in

Entrepreneurship (BSE) programs are tailored to cultivate an entrepreneurial mindset, fostering

skills such as creativity, innovation, market analysis, and business planning.

Recognizing the symbiotic relationship between technology and entrepreneurship, it is

increasingly common for students with an interest in entrepreneurship to pursue computer

science skills alongside their entrepreneurial education. This cross-disciplinary approach enables

aspiring entrepreneurs to create tech-based startups, develop innovative products, and compete in

the digital marketplace effectively.

However, despite the apparent convergence of these two domains, there is limited

empirical research that systematically assesses the effectiveness of BSCS and BSE programs in

fostering tech-driven entrepreneurship. This study aims to bridge this gap by conducting a

comparative analysis of these programs to determine their impact on the development of tech-

savvy entrepreneurs.

The rapidly evolving landscape of technology and entrepreneurship has redefined the

economic and innovation paradigms worldwide. In the digital age, the integration of technology
and entrepreneurship has become increasingly symbiotic, leading to the emergence of tech-

driven entrepreneurship as a potent force for economic growth, innovation, and job creation.

Entrepreneurship programs have long played a crucial role in nurturing innovative business ideas

and fostering entrepreneurial mindsets. Simultaneously, computer studies programs have

equipped students with essential technical skills to harness the power of technology. However, as

the boundaries between technology and entrepreneurship blur, it becomes imperative to assess

how these programs are adapting to prepare graduates for the challenges and opportunities of

tech-driven entrepreneurship.

This study aims to explore and compare the effectiveness of Bachelor of Science (BSc)

programs in Computer Studies and Entrepreneurship in fostering tech-driven entrepreneurship. It

seeks to shed light on whether these programs adequately equip students with the requisite

technical knowledge, entrepreneurial skills, and mindset needed to thrive in a technology-centric

business environment.

Research Objectives

1. To assess the curriculum and course offerings of Bachelor of Science in Computer

Studies and Bachelor of Science in Entrepreneurship programs in order to identify areas

of overlap and divergence in tech-related content.

2. To compare the technical skill development and entrepreneurial mindset cultivation

within these programs through an analysis of student performance, projects, and

extracurricular involvement in tech-driven entrepreneurship initiatives.

3. To examine the outcomes of graduates from both programs in terms of their

entrepreneurial ventures, including startup success rates, innovative product

the effectiveness of each program in fostering tech-driven entrepreneurship.

Theoretical Framework

The theoretical framework for this research study is constructed to provide a structured

approach to achieving the outlined research objectives. These objectives aim to assess the

curriculum and course offerings of Bachelor of Science in Computer Studies (BSCS) and

Bachelor of Science in Entrepreneurship (BSE) programs, compare the development of technical

skills and entrepreneurial mindsets in these programs, and examine the outcomes of graduates in

terms of their entrepreneurial ventures, particularly focusing on startup success rates, innovation

adoption, and technology integration.

The first component of the framework centers on curriculum analysis and program

overlap. It incorporates the concept of curriculum alignment, emphasizing the importance of

evaluating how well the curriculum of these programs aligns with the requirements of tech-

driven entrepreneurship (Anderson, 2002). The framework also takes into account elements of

constructivist learning theory (Jonassen, 1991), recognizing that students actively construct

knowledge in both technical and entrepreneurial domains through their cognitive processes.

Moving on to skill development and entrepreneurial mindset, the framework adopts a

skill development framework, which includes both formal and experiential learning components,

such as student projects and extracurricular activities (Billett, 2014). It aims to evaluate the

technical skills acquired in BSCS programs and the entrepreneurial skills cultivated in BSE

programs. Moreover, it applies the principles of Social Cognitive Career Theory to explore how

students' exposure to entrepreneurship education influences the development of their

al., 1994).

The final component of the framework focuses on graduate outcomes and program

effectiveness. To evaluate the effectiveness of the programs in fostering tech-driven

entrepreneurship, it employs a framework that assesses entrepreneurial outcomes, encompassing

dimensions such as startup success rates, innovation adoption, and product development

(Davidsson, 2015). Furthermore, the framework incorporates elements of the Technology

Adoption Model to understand how graduates from both programs adopt and integrate emerging

technologies into their entrepreneurial ventures, taking into consideration various influencing

factors (Rogers, 2003).

This comprehensive theoretical framework provides a structured and holistic approach to

address the research objectives effectively. By integrating concepts from curriculum analysis,

educational theories, entrepreneurship, and technology adoption, it guides the research study in

evaluating the programs, student development, and graduate outcomes within the context of tech-

driven entrepreneurship education at Bicol College in Daraga, Albay.

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