Reimagining entrepreneurship education through stakeholder dialogue

: A post-pandemic qualitative study in Hong Kong

Abstract

The COVID-19 pandemic caused unprecedented disruption to higher education globally, compelling institutions to rapidly adapt pedagogical practices, reassess priorities and confront structural challenges. Nowhere was this transformation more visible than in entrepreneurship education, a discipline that traditionally relies on experiential, collaborative, and practice-based learning. This thesis investigates how Hong Kong universities responded to the challenges posed by the pandemic and how the crisis catalysed innovation that could strengthen the future of entrepreneurship education. The study addresses three research questions: (1) the immediate pedagogical responses to the COVID-19 crisis; (2) the strategies adopted to sustain educational resilience postpandemic; and (3) the forward-looking innovations introduced to build institutional robustness. Data were collected through semi-structured interviews with educators, students, policymakers, and industry professionals, complemented by asynchronous online forum discussions and targeted document analysis of institutional reports and curriculum materials. Thematic analysis served as the primary method of interpretation. The research is guided by Stakeholder Theory and the Entrepreneurial Ecosystem Framework, enabling a multi-level analysis of both relational dynamics and systemic factors shaping educational reform. Twelve key themes emerged, including shifts to digital tools, hybrid learning models, strengthened industry partnerships and a growing emphasis on sustainability and social innovation. While cross-stakeholder consensus was observed in favour of blended learning and experiential methods, the study also revealed ongoing tensions such as misalignment between institutional goals and student expectations, fragmented decisionmaking, and inconsistent coordination across ecosystem actors that continue to impede systemic progress. 5 The thesis proposes evidence-based recommendations for rebalancing stakeholder governance, embedding interdisciplinary and experiential learning in core curricula and fostering collaborative capacity across education, government, and industry. Ultimately, it offers a stakeholder-informed agenda to advance entrepreneurship education in a way that is more adaptive, inclusive and future-oriented.

Date of Award	20 Mar 2026
Original language	English
Awarding Institution	University of Bristol
Supervisor	Vicente Jr Reyes (Supervisor) & Carolina Gordillo Bravo (Supervisor)