Competency-based Agribusiness Entrepreneurship Education at the University of the Philippines Los Baños (UPLB): A Conceptual Framework Design

Purpose - The Department of Agribusiness Management and Entrepreneurship (DAME) at the College of Economics and Management (CEM), University of the Philippines Los Baños (UPLB), launched an Agribusiness Entrepreneurship specialization for an undergraduate course in 2018. The purpose of this study was to develop a competency-based framework design of the Agribusiness Entrepreneurship specialization to achieve mindset transformations by enhancing the entrepreneurial competency of students. Design/Methodology/Approach - A desktop synthesis of recommendations on entrepreneurship education applicable to the case of UPLB was generated based on analyses of entrepreneurial needs, best practices and lessons learned from extant literature. A conceptual framework design for a competency-based Agribusiness Entrepreneurship curriculum was developed to address a recommendation. Findings - This paper included a conceptual design for an education framework for Agribusiness Entrepreneurship specialization with progression of goals through four learning phases: inspire and create awareness; generate ideas and design; turn ideas into business; and grow and sustain. Each goal was linked with a set of personal entrepreneurial competencies (PECs) achieved through objectives, content, pedagogies, and stakeholders’ engagement with evaluation measures. The conceptual impact of the framework on ten personal entrepreneurial competencies (PECs) was mapped out phasewise to demonstrate a comprehensive non-cognitive skills development plan throughout the learner’s four-year journey. Research Implications - The competency-based framework design of the Agribusiness Entrepreneurship specialization is among the first comprehensive proposals on entrepreneurial education focusing on agriculture in national higher education institutions. The design is now ready for implementation with the first batch of UPLB students. Baseline measurement with periodical assessments of student PEC scores needs to be conducted for individualized mentorship guidance and validation of transformational effects of the learning track among those pursuing the new program compared with another. The model framework on designing competency-based education could be used as a reference process or development tool for any university curriculum. Finally, mainstreaming of entrepreneurship at the university level could be achieved by designing and implementing programs to address the other proposed recommendations for enhanced entrepreneurship education in universities.