Abstract
The interest of entrepreneurial competencies has increased in the academic world, yet little has been done to review how these are taught. This paper aims to review how entrepreneurial competencies interventions are delivered to undergraduate students and to shed light on the current gap between these interventions and what is proposed in entrepreneurial competencies frameworks. Therefore, decision-making and other entrepreneurial competencies delivered in undergraduate education are reviewed. A systematic literature review was conducted to detect papers reporting decision-making interventions; 15 peer-reviewed journal articles published between 2016 and 2022 are included in this review. Results indicate that, in most cases, current decision-making interventions in undergraduate education are not lined up with entrepreneurial competencies frameworks. Few papers report enhancing decision-making in students whereas the others report improving other competencies such as self-awareness. It is shown that interventions with “through” learning objectives and its teaching methods provide the greatest opportunities for undergraduates to develop decision making competence; that is the knowledge, attitudes, and skills to grapple uncertainty, ambiguity, and risk.
