Education is a foundation for a  better future”- Elizabeth  Warren

Most of the people in this  generation believes that education is a purpose to live for a better future. Education is an ideology that nourishes a youth to seek knowledge, behavior and skills for future utopia.

This concept of new innovation and creativity towards education formed by entrepreneurship is called edupreneurship.It is abundantly evident from the phrase "Edupreneurship" that it is a combination of the word Education and Entrepreneurship. Edupreneurs are entrepreneurs who take on risks to invest in education.An entrepreneur who works within the education sector is called an edupreneur. Mindsetconsist of our principles and our information. The educator who has that entrepreneurial mindset is known as edupreneur. That   individual whoinnovates teaching and learning is called edupreneur and that journey is called edupreneurship.  A new mode of teaching is the foremost plan of this term edupreneurship. Edupreneurship is the new dimension to entrepreneurship. An edupreneur has the capabilities of an entrepreneur such as Innovation, Risk Taking, Confidenceso on and so forth.

In traditional learning, the teacher delivers knowledge to the students in classroom. No third party means is involved and hence the pace of learning is constant. But during Covid-19 pandemic, when all the countries were affected globally especially the education sector, the online teaching came into the trend. Online learning is the process of educating the public at large via the internet. Varied mode of teaching can be used such as one-on-one video calls, group video calls, and webinars at several apps such as Zoom, Google meet and so on. Online learning facilitates teaching from any location (our comfort zone i.e our home) and enroll students from various geographical areas. And hence this can be said that a shift has been witnessed from traditional learning to online learning and that’s where Edupreneurship can be said to have a broad scope today.

It can't be denied that over the years there has been drastic development in the current education even though innovations and technologies are required. Today, for preparing various competitive examinations, there are education start-ups which cater to the needs of the people of different age groups such as:Gradeup; Byju”s; Unacademy.

In order to define innovative solutions to education models at different levels, new learning methods, multiskilling of the workforce, inclusive education, empowerment, and use of technology to meet the increasing challenges of maintaining India's growth, edupreneurship—or the entrepreneurial spirit—would be essential.

Scholars, academics, and thought leaders continue to be interested in the management of educational institutions and universities since it involves many different types of leadership styles, motivations, etc. There are so many positive developments taking place in the education, public, and business sectors today as well as in non-governmental sector projects throughout the world. The many development projects undertaken by edupreneurs are both thrilling and difficult. The main ingredients that result in high-quality delivery are diligence and tenacity. Every institution or university should make an effort to be innovative in the services it develops, guarantee that it is appropriate for society, and work to slake the thirst for knowledge that draws people to educational institutions. The holy duty and obligation to manage and produce educational resources sustainably for the benefit of mankind in general and their development, in particular, falls to edupreneurs, who are the leaders of society. Edupreneurs are forces for positive change in the economy. As a social entrepreneurial group, edupreneurs have made amazingly positive changes to Indian society. For the sake of the economy, edupreneurship must be maintained and encouraged to expand. When supported, edupreneurs will show to be valuable resources for the economy, enhancing many different facets of it. Edupreneurs unquestionably are agents of change who strive for the betterment of society.

Therefore today”s education sector is connected between digital education, teacher training and entrepreneurship. The current education sectorhas opened largerprospect for aspiring businessman willing to flourish their life as an ‘Edupreneur’, or ‘Education Entrepreneur’. Unfortunately, there are barely any studies or concepts on edupreneurship. 

Various authors, academicians, research scholars have conducted research on different aspects of edupreneurship. A few relevant literatures relating to edupreneurship are:

 Abreu & Grinevich (2013), this study reveals that as the junior faculty in the Higher Education System is involved more in teaching, research work and other administration activities, they remain packed all the time, so, the senior faculty gets more time to devote in entrepreneurial activities in comparison to the junior faculty. For a successful edupreneurship, experience and knowledge plays a vital role.

Friedman & Silberman (2003), study highlighted that Academic Entrepreneurship deals with detail study of micro and macro level of policies, behavior, technology etc, so that, it becomes a bit easier in commercializing the academic entrepreneurship, that is, edupreneurship in Higher Education Institution.

Chaitra Ramanathan (2006), in the study identifies that self awareness and identity are the two basic things that are missing among the students in the Indian education system, despite of this factors, distinction among the population based on the region, caste etc plays a vital role in the Indian education system which leads to decrease in its standard.

Roeles Henk, Samplonius Raut and Shilpa (2011), in the research paper tried to use entrepreneurship learning in such a way that will lead to change in the behaviour of the population towards entrepreneurship in an edupreneurial environment. Thispedagogic  helps in adding value in the entrepreneurship learning.

Devasenathipathi, Duraipandian.R, In this paper, the authors tried to focus upon the innovations that could be made in the edupreneurship sector. According to the authors, the educational organizations can be divided into five categories and identified some points for improvement. By pursuing the suggested changes, educational institutions will be more respected and the edupreneurship market will flourish. Based on the current research, the future research work will also include e-learning as an option for edupreneurship with its opportunities and challenges.

Thus, this study shows that many study have been conducted on edupreneurship, but , no such study has been conducted with respect to check  the awareness level among the student of Guwahati, Assam. Therefore, this study has been conducted.

The study is descriptive and exploratory in nature. The study has been conducted among the students of different universities of Guwahati city, Assam. The data has been collected by circulating the questionnaire among the students of different universities. Convenience sampling technique was used to collect the data from the students in Guwahati. Apart from this, the researcher has also taken the help of some secondary sources such as journals, magazines, books, websites etc. The total sample size of the study is 108. The collected data and information have been analyzed on the basis ofage, qualification, awareness regarding edupreneuretc. of the respondents. Percentage methodhave been used for analysis of collected information.

1. Age & Qualification of the Respondents

Table No 1: age of respondents:

Source: Field Survey June-July 2022

Interpretation: From the above, it can be analyzed that majority of the respondents are between the age group of 18-25 years. From the above data, it is can be interpretated  that the respondents are either pursuing Under Graduate course or Post Graduate course or Doctorate in Philosophy(PhD). And, the maximum number of respondents are either pursuing undergraduation or post graduation.

2. Awareness About Edupreneureurship

Table No 2:the awareness about the term Edupreneurship by the respondents:

Source:Field Survey June-July 2022

Interpretation: From the above analysis it is seen that out of 108 respondents, 24 respondents are highly aware about the term Edupreneurship, 58 respondents are moderately aware about the term Edupreneurship, 14 respondents are moderately unaware about the term Edupreneur and 12 respondents are highly unaware about the term Edupreneurship. From the above analysis it has been observed that 22% of the respondents are highly aware about the term Edupreneurship, 54% of the respondents are moderately aware about the term Edupreneurship, 13% of the respondents are moderately unaware about the term Edupreneurship and 11% of the respondents are highly unaware about the term Edupreneurship.

3. Awareness Among the Citizen Regarding Edupreneurship is Poor.

Table No 3:respondents view regarding whether the awareness on Edupreneurship among the citizen is poor:

Source: Field Survey June-July 2022

Interpretation:As per the data collected, majority (48 %) of the respondents agree that the awareness regarding the upcoming entrepreneurship i.e. edupreneurship among the citizen of Guwahati is poor. At the same time, only a few respondents ( i.e. 8 %) thinks that the citizen of Guwahati are aware regarding edupreneurship.

4. Source of Spreading Awareness on Edupreneurship.

Table No 4: Showing the source of spreading awareness on Edupreneurship:

Source: Field Survey June-July 2022

Interpretation: From the above, it can be interpretated that as per the respondents, social media is the most preferable media to spread the awareness among the citizens in guwahaticity followed by newspaper, magazine and television.

The major findings of the study can be highlighted as below:

1. It has been found that majority of the respondents  are between the age group of 18-26 years and they are either pursuing under graduation or post graduation course and the respondents are moderately aware about the term Edupreneur and Edupreneurship.

2. While interacting with the students of the universities of Guwahati city, it has been found that majority of the respondents agree that the awareness regarding the upcoming entrepreneurship i.e. edupreneurship among the citizens of Guwahati is poor. At the same time, only a few respondentthinks that the citizen of Guwahati are aware regarding edupreneurship.

1. Abreu, M. and Grinevich, V. (2013). The nature of academic entrepreneurship in the UK: Widening the focus on entrepreneurial activities Research Policy. Elsevier B.V, 42(2), pp. 408–422

2. Friedman, J. and Silberman, J. (2003). University Technology Transfer : Do Incentives, Management and Location Matter ?, pp. 17–18.

3. Chaitra, Ramanathan. (2006). A CALL FOR CHANGE: TRANSFORMING INDIAN EDUCATION BY CONNECTING ACADEMIC DISCIPLINES TO STUDENT REALITIES, Master’s Integrative Project, Teachers college, Columbia University

4. Devasenathipathi, Duraipandian.R, ‘Innovation in Edupreneurship in the Indian Context

5. Liana LĂCĂTUȘ M. and STĂICULESCU, C. (2016). ENTREPRENEURSHIP IN EDUCATION, University of Economic Studies, Bucharest, Romania

6. Fellnhofer, K. Toward a Taxonomy of Entrepreneurship Education Research Literature: A Bibliometric Mapping and Visualization, Educ. Res. Rev. 2019, pp. 27, 28–55.

7. Sirelkhatim, F.; Gangi, Y. Entrepreneurship education: A systematic literature review of curricula contents and teaching methods, Cogent Bus. Manag. 2015, 2, 1.

8. Jardim, J.; Bártolo, A.; Pinho, A. Towards a Global Entrepreneurial Culture: A Systematic Review of the Effectiveness ofEntrepreneurship Education Programs. Educ. Sci. 2021, 11, 398