Promoting Entrepreneurship through Psychological Group Dynamics: A Process-Based Learning Innovation in General Education
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Abstract
This study aimed to (1) develop learning activities grounded in psychological group dynamics to enhance the entrepreneurship of general education students, and (2) compare the entrepreneurship of general education students before and after participating in the learning activities grounded in psychological group dynamics. Participants were 414 undergraduate students enrolled in a general education course who were selected using stratified random sampling. Research instruments included a learning activity plan, an activity evaluation form, an entrepreneurship assessment scale, and a behavioral observation form. Data were analyzed using the mean, standard deviation, and paired-samples t-test. The findings showed that (1) the developed activities comprised three structured phases: orientation, experiential engagement, and application. The activities systematically integrated experiential learning with psychological group dynamics, were rated as highly appropriate (M = 4.83), and demonstrated the Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00; and (2) students’ entrepreneurial mindset and skills were significantly higher after the intervention (p < .05). These findings suggest that learning designs combining structured social interaction with reflective processes can effectively foster deep learning and entrepreneurial development. The proposed activities have strong potential for implementation in large and diverse classrooms and offers a practical approach to educational innovation that supports lifelong learning in higher education.
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