Uneven Development of Entrepreneurial Competencies: Evidence from Albanian Higher Education Using the EntreComp Framework

Abstract

This study argues that entrepreneurial competencies, while conceptually defined as distinct within the EntreComp framework, are empirically structured as interconnected dimensions within the context of the higher education. Using a quantitative research design, data were collected through a structured questionnaire administered to students at the University of Elbasan “Aleksandër Xhuvani”. The instrument focused on competencies within the “Resources” and “Into Action” domains at an intermediate level of progression. Data were analysed using descriptive statistics, exploratory factor analysis, and analysis of variance.

The findings indicate that entrepreneurial competencies are unevenly developed and are organised into six empirically derived competency dimensions. Competencies related to taking initiative, planning, and learning through experience appear relatively well developed, while those associated with resource mobilisation and financial knowledge are comparatively weaker. The results also suggest that certain competencies, particularly those related to coping with uncertainty and working with others, are experienced in an integrated manner rather than as distinct elements.

This work further shows that the EntreComp framework provides a useful reference for assessing entrepreneurial competencies; however, its components are not reproduced in a one-to-one manner, as competencies tend to cluster into broader, context-dependent dimensions. Significant differences in competency levels are observed across gender and programme of study.

The study contributes to the literature by providing empirical evidence on the application of the EntreComp framework within a transitional economy and by offering insights into how entrepreneurial competencies are structured in practice. The findings have implications for higher education institutions, highlighting the need for greater emphasis on financial and resource-related competencies and for the integration of experiential and collaborative learning approaches.