Experiential Entrepreneurial Learning and Entrepreneurial Readiness among Student Business Implementers in a University Based Entrepreneurship Hub

Abstract

This study examines experiential entrepreneurial learning and entrepreneurial readiness among student business implementers within a university-based entrepreneurship hub. Prior research has explored students’ entrepreneurial experiences through the Strengths, Challenges, Opportunities, and Risks framework. However, there has been limited focus on how these experiences embody experiential learning processes and connect to readiness for future entrepreneurial engagement. To address this gap, the present study reanalyzes an existing dataset using Kolb’s Experiential Learning Theory. The study used a descriptive-correlational quantitative design. It analyzed secondary survey data from 79 student business implementers and focus group discussion responses from 35 participants. Arrabaca and Lumayag originally collected these data during the first semester of School Year 2024–2025. Selected survey items were categorized into four experiential learning dimensions: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Entrepreneurial readiness was set as the outcome variable. Statistical analyses included means, standard deviations, Cronbach’s alpha, and Pearson correlations. Focus group responses provided supplementary interpretation. The results show students scored high in concrete experience, reflective observation, and active experimentation, with an especially high level in abstract conceptualization. Entrepreneurial readiness was found to be very high. Pearson correlation analysis revealed all experiential learning dimensions had significant positive relationships with entrepreneurial readiness, with abstract conceptualization showing the strongest link. These findings contribute to entrepreneurship education by showing that student business implementation is most meaningful when direct experience combines with reflection, conceptual understanding, and applied experimentation. They also suggest that university-based entrepreneurship hubs can serve as learning laboratories that support students’ preparedness, confidence, and readiness for future entrepreneurial activity.