Entrepreneurial culture in educational institutions: A scoping review

Abstract This study highlights the importance of entrepreneurial culture in educational institutions as an organization. This study emphasizes the relationship between entrepreneurial culture, entrepreneurship education, and entrepreneurial intention as study variables. This study highlights several aspects: the relationship between variables, study trend, contextual aspect like (country or educational institutions), population, publication type, and study design. A scoping review method is considered for this study based on both Scopus and Web of Science databases. The covered publications in the analyses were for the last 20 years ranging from the year 2003 till August 2021, with no limits on languages. After filtration, the eligible number of studies was (n = 94) out of 180 from both databases. The methodology part contains several sections based on the PRISM-ScR checklist. The findings show a significant relationship among the three variables with the possibility of entrepreneurial culture being a mediator between entrepreneurship education and entrepreneurial intention for future studies, which has not been tested yet. The highest publications werein 2015, especially by European Union countries, as studies in developed countries were more than developing and economies in transition countries. Quantitative studies were more than qualitative and mixed methods, as studies considered HEIs more than schools focusing on students and then teachers. To conclude, policymakers are encouraged to follow policies to improve entrepreneurial culture growth by promoting strategic cooperation among stakeholders and educational institutions implementing several concepts to enhance entrepreneurial culture. Future studies should validate and test these variables’ relationships through a standard and accurate instrument.

Essam Hussain Al-Lawati is a PhD Scholar in the field of management at the Universiti Teknologi Malaysia. He became the head of the Business Studies Department at the University and Technology and Applied Sciences -Nizwa College of Technology in Oman. His research area interest and specialisations are in entrepreneurship education, marketing, entrepreneurial marketing.
Umar Haiyat Abdul Kohar completed his PhD degree from RMIT University, Australia. His research interests are in the area of entrepreneurship education and innovation management. He is now seconded to UTM Centre for Student Innovation and Technology Entrepreneurship (UTMXCITE) as a Deputy Director since November 2017. He has published over 20 scholarly articles including in highimpact journals.
Ebi Shahrin Suleiman graduated with a PhD in Management from Universiti Teknologi Malaysia (UTM). He was formerly the Head of Management Department, Faculty of Management, UTM. Currently, he is a Senior Lecturer at the Azman Hashim International Business School,UTM. His area of specialisations and research are related to Business Entrepreneurship, Management and Strategic Management.

Introduction
Entrepreneurship is vital for a country's economic development, especially in reducing the unemployment rate by focusing on the self-employment of individuals (Singh & Pravesh, 2017). Many researchers suggested that one of the best solutions to reduce unemployment and stimulate economic growth is through entrepreneurship, mainly to increase self-employed individuals (Badri & Hachicha, 2019;Faisal Jabeen et al., 2017;Meyer & Surujlal, 2018). In addition, Jwara and Hoque (2018) proposed that business ideas and development in society are enhanced by entrepreneurship, whereby this scenario would develop entrepreneurial skills and knowledge and change individuals' mindsets by directing individual entrepreneurial intention (EI). In addition, Brownhilder Ngek Neneh (2019) suggested that EI predicts entrepreneurial behaviour, as it shows a proportion of action taken towards entrepreneurship by the individual. Iwu et al. (2019) highlighted several factors affecting EI by improving individual entrepreneurial thought, leading to creative thinking, especially entrepreneurship education (EE). However, according to the literature, the relationship between entrepreneurship education and entrepreneurial intention is inconsistent, which will be discussed later sections, highlighting the relationship between EE and EI as well as entrepreneurial culture (EC). Thus, Fayolle and Liñán (2014) suggested that there is a possibility of modifying and developing studies related to EI by having a mediator, moderator, or any new interactions (BarNir et al., 2011;Pollack et al., 2012). Liñán (2004) stated that EE aimed at raising awareness of entrepreneurship as a profession, but this is not an indicator that the intention factor is concentrated. Moreover, having courses that look at educating start-ups would help to shape individual intention. Additionally, Nabi et al. (2017) declared that one of the essential results of EE is developing the country's economic growth, which will be by improving the knowledge, skills, and attitudes of the students. This development will lead to the establishment of more start-ups and create more jobs, which will help the country's economy. According to Ozaralli and Rivenburgh (2016), the intention is considered a planned behaviour by individuals that play a significant role in creating firms and businesses creation, as becoming an entrepreneur involves people making decisions about their career.
The change in individual mindsets to choose self-employment rather than being employed through the accumulation of entrepreneurial knowledge and skills evolves into developing entrepreneurial culture (EC) in educational institutions like higher education institutions (HEI)s and schools. However, according to Bakheet (2018), it is essential to look at how a country can improve and develop EC to have the needed and better attitude towards entrepreneurship, which would lead to set policies for developing students' skills. Furthermore, the implementation of EE would lead to having stable EC (Oo et al., 2018). Moreover, Kim and Kwon (2015) opined that relevant policies could foster the creation of EC at HEIs and public research organizations, which will lead to effectiveentrepreneurship activities at HEIs (Ahmad, 2015). Also, Liñán and Chen (2009) stated that more researches are needed regarding cross-cultures to know the impact of values and cultures on intention. Therefore, in this study, attention will be given to the organizational culture, especially addressing the EC of HEIs. Therefore, this paper reviews entrepreneurship studies, particularly about EC in educational institutions that were previously conducted in this matter and addresses the possible role of EC in the relationship between EE and EI, which was not yet measured or tested to contribute new knowledge to the field. This paper starts by highlighting research objectives and questions. Furthermore, the literature review section focused on selected variables such as EC, EI and EE , discussing them one by one , higighlitghing their relationships and proposing a research framework for future studies. Later, the methodology section is presented, using scoping review method whereby analysis was carried out on 94 articles from Scopus and the Web of Science database. Next, the result section presents study's main findings, followed by the discussion section. . Finally, the study conclusion and future research suggestions are presented in the final section.

Study objectives and questions
There were five research objectives (RO) for this study: First,to identifythe relationship between EE, EC, and EI . Second, to highlight the trend of analysed studies with regards to these variables' relationship. Third, to highlight the contextual aspect in terms of countries and types of educational institutions among analysed studies. Fourth, to draw attention to the population in these studies. Lastis to highlight on the type of publication and study design in the analysed data. Therefore, the research questions (RQ) to be answered in this paper are as follows: The following sections will start with the concepts discussed in the literature. Next, the research method to conduct this study is highlighted regarding the analysed studies using scoping review method. Finally, the following sections would be discussion, conclusion, and future research .

Culture and entrepreneurship
The culture was defined as "the values, beliefs and assumptions learned in early childhood that distinguishes one group of people from another" (Newman & Nollen, 1996, p. 754). Besides, Hayton et al. (2002) stated that the entrepreneurship behaviour of individuals is affected by the national culture, which is achieved and proven empirically by looking at national culture and entrepreneurs' characteristics. Shah et al. (2019) suggested that employees' behaviour and performance are influenced by organizational culture as this affects its implementation systems and procedures. According to Badri and Hachicha (2019), measuring entrepreneurship is done with the government's assistance, especially by having EC and promoting entrepreneurship. Moreover, culture is crucial for research studies, especially since this study's nature is more about an organization. One of the aspects that could be taken into consideration is the EC of the educational institutions. It is essential to notice that scholars have observed culture's impact on entrepreneurial behaviour. However, more studies are needed to be conducted on different organizational types and levels (Corporate, Industry,, Public, and others) , as well as different levels like (National, Regional and Global). Fritsch and Wyrwich (2016, pp. 1-2) defined EC as "a culture of entrepreneurship can be understood as norms, values, and codes of conduct that promote social acceptance and approval of entrepreneurial activities resulting in high self-employment rates which persist over time." . However, the studies about EC are still at the nascent stage, as more studies related to this topic are required (Wu & Destech Publicat, 2018). Moreover, F. Jabeen et al. (2019) proposed that the academic need to give more attention to EC as a subject of interest in the field for several reasons , as it impacts employment, business continuity, and the economy's growth. Therefore, the country needs to encourage innovation, robust economic growth, and job creation (Aloulou, 2015;Susilaningsih, 2017).

Entrepreneurial culture
Furthermore, several researchers like (Barbe et al., 2003;Capelleras et al., 2019) suggested that regions with high EC would encourage individuals with previous business experience to accelerate entrepreneurship activities through interaction between business owners and individuals, as well as formulation of encouraging policies by policymakers. The study of Capelleras et al. (2019) noted that strong EC represents in having individuals with previous experience in business and social role acceptance of entrepreneurship, in which and role models would affect the level of entrepreneurship activity in the country. Besides, few researchers (Aloulou, 2017;Rokhman & Ahamed, 2015) also suggested that government support plays a vital role in fostering EC at multiple levels. These findings demonstrate the importance of EC, as a weak EC can be a significant barrier towards entrepreneurial development in a specific country (Teresa Paiva & Tadeu, 2015). Faisal Jabeen et al. (2017) further strengthened the view by suggesting that economic development demands a long-term investment in entrepreneurship to create EC among youths. For example, in the European Union (EU) case, it was indicated by Sánchez-Hernández and Maldonado-Briegas (2019) that EE is vital for the development of EC through the introduction of relevant knowledge, skills, and mindsets to students. The following sections will look at other variables and the relationship between EE, EC and EI.

Entrepreneurial intention
In general, EI is defined as "the quality that leads an individual to pursue a career in selfemployment or establish his or her own business " (Espiritu-Olmos & Sastre-Castillo, 2015, p. 1595Fayolle & Liñán, 2014). Also, Liñán and Santos (2007) mentioned that it is vital to focus on entrepreneurs' social situations and behaviour to maintain a robust and stable economy, particularly in developing countries. Besides, Linan (2008) highlighted that EI is an outcome of cognitive progress in entrepreneurial development, motivating individuals to consider entrepreneurship as a career through the mental process. Hence, it was found that EE is one of the elements that lead to EI, whereby the latter is significantly influenced by the former. Neck and Corbett (2018, p. 8) defined EE as "developing the mindset, skillset, and practice necessary for starting new ventures, yet acknowledging the outcomes of such education are farreaching.".Furthermore, Naia et al. (2015) suggested that considerable attention is paid towards EE as a study discipline, where it could play a vital role in developing concepts and building theories. Moreover, Ustyuzhina et al. (2019) stated that developing students' entrepreneurial competencies and skills are vital,as more of a psychologically oriented aspect through EE , in which these competencies are beneficial for both entrepreneurs who have a business and potential entrepreneurs. Generally, EE has a positive effect on developing entrepreneurial mindsets among students, whereby focusing on developing their knowledge, attitude, and skills that lead to EC development (Vidal, et al., 2015 ;Sánchez-Hernández & Maldonado-Briegas, 2019). Besides, Jwara and Hoque (2018) indicated that entrepreneurial thinking and approaches are motivated by EE, which was noticeable among the youth enrolled in courses related to EE (Kapse et al., 2018). Also, Taye (2017) expressed that the country needs vigorous improvement in EE development to create more entrepreneurs and reduce the unemployment rate. However, the delivery of EE can be conducted through several educational ways such as courses and workshops during the semester in schools and HEIs, which may encourage the creation of innovative ideas by developing the mindset, knowledge, and skills of the students (Liñán & Santos, 2007;Nabi et al., 2017;O'Connor, 2013). Nabi et al. (2017) highlighted that student attitudes and behaviours might be affected by EE, whereby EE can enhance the development of new ideas and encourage EI (Nabi et al., 2018). Table 1 indicates different aspects of relationships between EE and EI that should be considered, as several researchers in this field highlighted it. Moreover, researchers have identified different relationships between EI (outcome) and EE (predictor): significant and non-significant. Precisely, the finding demonstrates inconsistency in the relationship between the two variables, which should be further investigated with more variables. Hence, there is a chance that more studies will discover different relationships between EI and EE, as reported earlier by several researchers. Furthermore, several studies have reported exclusively on the mix finding relationship in terms of the relationship between EE and EI. Hence, this opens the door for more studies to be conducted with more variables addressing the relationship between EE and EI.

Entrepreneurial intention and entrepreneurship education relationship
According to Iwu et al. (2019), EE could promote EI and cultivate entrepreneurial mindsets, leading to further entrepreneurial activities by inspiring innovation and creativity. Nabi et al. (2018) stated that EE courses might provide a more accurate picture of business opportunities and boost EI. In addition, Bae et al. (2014) proposed that EE-EI relationship was noticeable, as it has been observed that the outcome of EE-EI relationships are influenced by the research context. Nabi et al. (2017) suggested that EE courses might also influence students' attitudes and behaviour, although this is unclear since it has both positive and negative effects. In some circumstances, EE may negatively affect EI, especially if EE causes a decline in EI level (Nabi et al., 2018). Kassean et al. (2015) highlighted that the relationship between EI and EE might be positive or negative depending on individual intention or selfefficacy; as a result , EE courses should be reviewed and developed regularly to work with the latest developments (Aranha et al., 2018). It was highlighted by Espiritu-Olmos and Sastre-Castillo (2015) that there is a negative relation between EI and education, as the findings imply that EI declines when an individual's level of education increases, considering EE is part of the education activity. The following section will discuss the method used to conduct this research.

Research methodology
The selected studies were analysed to find the correlation between the three variables, as the literature criteria for inclusion and exclusion during the selection process are elaborated in Table 2. Furthermore, the period of studies was for the last 20 years, ranging from 2003 until August 2021. Therefore, the selection reveals that the analyses were conducted only based on relevant scholarly papers from the past 20 years. Documents published by scholars were classified as journal articles, conference papers and books (chapters) . However, Mendeley, Endnote and Excel software's were used to filter and remove duplicated of studies. As, several researchers in different areas have adopted scoping review as a method of study for their researches, such as (Arksey & O'Malley, 2005;Colquhoun et al., 2014;De Moraes et al., 2020;Dijkers, 2015;Khalil et al., 2020;Kha;il et al., 2021;Levac et al., 2010;Lockwood et al., 2019;Munn et al., 2018;Peters, Godfrey et al., 2020;Peters et al., 2015;Peters, Marnie et al., 2020;Pham et al., 2014;Tricco et al., 2016).
There was an interesting observation that scoping review studies are primarily conducted in the field of medicine and healthcare, in which the development of scoping review method was by several authors from the same field, such as ( Significant (Asghar et al., 2016;Bae et al., 2014;Barba-Sánchez & Atienza-Sahuquillo, 2018;Iwu et al., 2019;Lavelle, 2019;Liñán et al., 2011;X. Liu et al., 2019;Rauch & Hulsink, 2015) Non-Significant (Espiritu-Olmos & Sastre-Castillo, 2015;Galvão et al., 2018;Vukovic et al., 2015) Madlabana Miller & Colquhoun, 2020;Pollock et al., 2020;Stevens et al., 2021). Adam et al. (2019) reported that scoping review is widely used in health-related research. However, few studies from non-health fields adopted scoping reviews, which signifies the need to have more studies in other fields to adopt scoping reviews. Moreover, in the field of technology and healthcare, there were scoping studies conducted by (Darmawan et al., 2020;Hasselgren et al., 2020). Precisely, there were several studies in the area of entrepreneurship used scoping review in their studies, for instance, (Biron & St-Jean, 2019;Burga & Rezania, 2015;Chandra et al., 2020;Cubbon et al., 2020;Glasbeek, 2020;Rhaiem, 2018;Suryavanshi et al., 2019Suryavanshi et al., , 2020Turpin & Shier, 2020), but this study is different by using Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Review (PRISMA-ScR) as a guide for conducting this study. This paper looked at the mentioned studies that used scoping review method as most of these studies were selected from a noticeable research databases like Scopus and Web of Science databases as a sole reference.

Design
The scoping review focuses on examining the broader aspect of mapping relevant literature. This type of study helps to know and identify the main concepts, gaps, quantitative and qualitative data, time, and research contexts (Peters et al., 2015). Munn et al. (2018) stated that scoping review helps researchers to study unspecific relationships for observation and consideration before conducting a systematic review. Additionally, Colquhoun et al. (2014, p. 5) defined scoping review as it "addresses an exploratory research question aimed at mapping key concepts, types of evidence, and gaps in research related to a defined area.". In short, researchers find scoping review as a tool to address primary research done on a specific topic or field, which allows for identifying the study's key concepts, theories, and contextual aspects. Tricco et al. (2016) viewed scoping review as a tool to identify the gaps and connect the different aspects of research regardless of the quality of the publication, which can help researchers to identify relevant topics for future research. Figure 1 shows the process of scoping review developed by Arksey and O'Malley (2005), like identifying the research questions, identifying relevant studies, study selection, charting data, and finally collecting, summarising and reporting the results.
This study was conducted by following the updated reporting tool used in scoping review called PRISMA-ScR in Appendix C, which refers to the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Review by the Joanna Briggs Institute (JBI) group and other scholars like (Peters, Marnie et al., 2020;Tricco et al., 2018). Besides, McGowan et al. (2020) recommended and highlighted the importance of using PRISMA-ScR to improve the scoping review in terms of clarity and consistency. Scoping review could be presented with diagrams, tables and figures to make it more visual and easier to understand. Furthermore, Miller and Colquhoun (2020) highlighted that scholars conducting scoping reviews are encouraged to use PRISMA-ScR as an efficient method for the systematic reflection of their studies.  Figure 2 illustrates the PCC framework for this study which refers to Participants/ Population, Concept and Context, that was recommended by JBI for scoping review studies. Other scoping review papers used the same framework for better eligibility criteria (Inclusion/Exclusion) to meet study questions and objectives, as well as direct the search strategy (Peters, Godfrey et al., 2020).

Eligibility criteria (Inclusion and exclusion)
Ninety-four related studies were chosen for analysis based on the eligibility criteria shown in Table 2, considering different research approaches like (Qualitative, Quantitative and Mixmethod) in the analysed studies. The number of studies focusing on the relationship between EE, EC, and EI was few, making the potential for more research highlighting the possible role of EC, in which more studies are needed in this aspect. Based on the search analysis, the starting year was 2003 till August 2021. Different databases were used, like Scopus and Web of Science for searching. Moreover, the chosen language was English , as it is a common and understandable language between authors. On the other hand, the two exclusion criteria were regarding other search engines and studies that do not match the PCC framework. Finally, there was no restriction on the publication language of the analysed studies, as the translation tool was used through the suggester translation option to English using both Microsoft Office and Google. J. Zhu and Liu (2020) noted that Web of Science by Clarivate and Scopus by Elsevier are two global and competing databases for references, especially in the academic area. The selected studies for analysis were from Scopus and Web of Science databases, as these databases are considered the most extensive databases. According to Aghaei Chadegani et al. (2013), Scopus and Web of Science tend to be the two most robust databases for scientific publications. Apart from reviewing the literature, these two databases were used to evaluate journals based on their efficiency and overall citations to determine their impact, reputation, and effect. Moreover, Ahmar et al. (2018) suggested that Scopus is considered the most comprehensive abstract database of scientific journals, conference proceedings and books. Scopus database contains researches from different fields and disciplines like engineering, science, social, medical, artistic and humanities publications. Furthermore, Li et al. (2018)

Search
The search strategy was conducted by searching for relevant studies using Scopus and Web of Science databases. These databases have a wide range of studies related to social, management, and social studies. There was a use of different keywords, like the following: "entrepreneurial culture", "entrepreneurial intention", and "entrepreneurship education". All the selected literature were transferred to Mendeley, Endnote and Excel software to remove the duplication after filtration and final selection. The selected studies varied in literature types, like published articles , conference papers or proceedings and book (chapters). The investigation focused on the title, abstract and keywords, observing the above keywords, topics and field of study. Besides, the reference list contains sources used in this study analysis and other supporting aspects. Appendix B shows the search strategy in different databases used for this review study. Besides, the combination of three words merged together for logical operators like the following: TITLE-ABS-KEY ("entrepreneur* culture"), TITLE-ABS-KEY ("entrepreneurial culture"), TITLE-ABS-KEY ("entrepreneurial culture" AND "entrepreneurship education"),TITLE-ABS-KEY("entrepreneurial culture" AND "entrepreneurial intention"), culture" AND "entrepreneurship education" AND "entrepreneurial intention").

Selection of source of evidence
The study of Khatib et al. (2021) illustrated that the study selection flowchart could be somehow taken from the PRISMA flow diagram with some editing. Hence the flow chart of literature searching used in this study was illustrated in Figure 3, which describes the study selection process involved in leading search strings that include EE, EC, and EI variables. The search was restricted to studies published between the years 2003 and 2021 based on the publication year. Hence, the  results yielded having 94 relevant documents from both Scopus and Web of Science for analysis after filtering for duplicated papers using Mendeley, Endnote and Excel software. This study is based on teamwork; in the case of any raised disagreement, it would be solved by discussion and cooperation between authors.
Moreover, the scoping review process is shown in Figure 4 as proposed by Arksey and O'Malley (2005), which starts with identifying research questions and relevant studies, followed by study selection and charting data; the final part involves collecting, summarizing, and reporting the results.

Data extraction and charting (Items)
Data charting was done based on the authors' extraction tool by analysing papers from different perspectives, like the author(s), year of publication, study title, publication type, publication source, study design, keywords, study population, country, and Context (educational institution), as the table (A1) in Appendix A provides details about the analysed studies containing the analysis of (EC-EE), (EC-EI) and (EC-EE-EI) relationship.

Synthesis of results
Table (A1) in Appendix A present the extracted data, as PRISMA-ScR was used as a reporting guideline. The analysed studies were allocated and categorised based on the relationship between the variables. Different research designs were highlighted, such as (Quantitative, qualitative or mixed-method) and the context of study represented in educational institutions mainly was either HEI or school. The data will highlight research objectives and questions. Furthermore, the result analysis section starts with highlighting the studies discussing different variables and concepts. Later it would look at the trend of studies followed by the analysis among journals and publishers. Finally, the contextual aspect is addressed and analysed.

Results
The selected papers were 94 out of 180 after removing the duplicated studies. The analysis of the results is based on highlighting research objectives and questions. Moreover, the approach used to reviewe the title, abstract, and keywords in the databases depending on the criteria of eligibility (inclusion and exclusion). The highlighted studies were from the year 2003 till 2021. Based on the search conducted using Scopus and Web of Science databases as an example to show search strategy, Appendix B illustrates the title of searched keywords and the number of sources found.  However, the below figure shows the main keywords from Scopus search databases, as number of these main words are elaborated in this study . The search was for the "entrepreneur* Culture" in Figure 5.
Moreover, three types of study design are noticed from most to least, starting with quantitative, qualitative and mix-method research approaches. In general, the table contained a section of (EC-EE) and (EC-EI) relationship analysis, as the analysis of (EC-EE-EI) included some studies from previous sections. Hence, studies with the symbol of (***) indicate that a specific study is available in both (EC-EI) and (EC-EE-EI) sections to avoid replication.

Relationship between the concepts
To answer RQ1, Table 1 in Appendix A presents the review analysis of the number of studies conducted to examine the relationship between the three variables. These key findings are summarized as follows: (a) majority of the studies highlighted the relationship between EE and EC; (b) the second high rank amount of studies indicated the relationship between EC and EI; (c) the least number of studies were conducted to emphasize the relationship between EC, EE and EI .

Entrepreneurship education and entrepreneurial culture relationship
Policymakers need to focus on improving public policies and EE focusing on the issue of youth unemployment and EC development (Carayannis et al., 2003;Langer et al., 2016;Mukhtar & Redman, 2015). In this regard, Lindh and Thorgren (2016) proposed that developing policies regarding local businesses and EE may promote EC that can boost local economic growth by fostering individual entrepreneurial mindset through increasing their entrepreneurial knowledge and business opportunities. Furthermore, EC is constructed based on EE, in which its function can be fitted into the existing model of EE (Carvalho et al., 2015;Minaipoor & Kanani, 2013). According to Rogers and Hewson (2016), implementing EC at schools may be done by introducing guidelines and reshaping government policies towards implementing EC in schools. Susilaningsih (2017) stated that to develop an academic culture, HEIs should introduce entrepreneurial learning that helps in building and creating the culture throughout the nation. Hence, cooperation between students, non-academic staff, and academics at HEIs are crucial in developing EC (Anuar et al., 2013;Jwara & Hoque, 2018;Kapse et al., 2018). However, the development of impactful courses and curriculum has been particularly challenging at HEIs, hampers EC's creation and cultivation among students (Aloulou, 2017). Therefore, it will be necessary for HEIs to develop an awareness program to cultivate EC. research universities should significantly promote EC creation and growth nationwide. In line with this view, many researchers proposed that there is a need to have comprehensive and robust EE in HEIs to encourage the development of EC among the students (Aloulou, 2015; Kirby & Ibrahim, 2011;Sajjad & J, 2019;Sánchez Cañizares & Fuentes García, 2010). According to Nwokolo et al. (2017), EE has a significant relationship with EC. The other aspect that will be highlighted in the next section is the relationship between EC and EI. Stuetzer et al. (2014) demonstrated that EC affects EI positively by enhancing individuals to think about new ideas and start their businesses. The view demonstrates the positive effect of EI on EC when supported with other relevant initiatives and action plans. In addition, Musetsho and Lethoko (2017) suggested that bridging EC and EI will positively impact the economy, policymakers, and academics, eventually leading to self-employment. Moreover, many researchers believe that the country needs to promote EC to bring out the value of entrepreneurship in the educational system (Capelleras et al., 2019). (2018) opined that the readiness to take on entrepreneurship activities depends on the institution's entrepreneurial culture. Thus, it is essential to establish a strategic relationship between academics, students, and various university divisions to transform and develop youth's entrepreneurial mindsets at university. Also, creating ideal curricula for students and lecturers is crucial to enhance entrepreneurial thinking (Jwara & Hoque, 2018). Furthermore, Wu and Destech Publicat (2018) noted that EC has a non-significant relationship with EI. On the other hand, Wibowo et al. (2020) found that EC has a significant relationship with EI. Hence, the next step discusses EC's position between EE and EI by looking at the reviewed studies.

Entrepreneurial culture, entrepreneurship education and entrepreneurial intention
The total number of analysed studies was (n = 94), looking at the relationship between the three variables' . The studies show that there is a relationship between EE-EC and EC -EI. Moreover, X. H. X. H. Zhu and Zhang (2018) studied the relationship of EC as a moderator between EE and EI. Hence, based on the other studies, there might be potential to study EC another role between EE and EI, which is discussed in the discussion sections. According to Kirui (2019), having low EC could negatively affect students' skills and knowledge. On the other hand, Karimi et al. (2010) suggested that EE helps in extending EC and innovation by introducing necessary changes in students' mindsets and skills. It was also found that the development of EC has a positive effect on individual perception and intention towards entrepreneurship, which encourages business and the creation of a new venture. Recently, studies discussed the relationship of EE, EC, EI by several authors like (Mukhtar et al., 2021;Wardana et al., 2021), in which EE was the mediator between EC and EI. However, Wardana et al. (2021) suggested that there is a lack of studies looking at the influence of EE on EC, in which this study proposed this aspect for testing. Figure 6 presents the published studies trends according to the year of publication as addressed in RQ2. Generally, the number of publications in this particular area of research fluctuated from year to year. The earliest studies were carried out in 2003, with two papers being published, while the latest was carried out in 2021 with six published documents. However, the peak in the number of publications was observed in the year 2015, with 18 documents, where most studies were conducted in developed countries from the European Union (EU) countries. The trend observed may be related to the efforts by the EU at the time to implement policies that are capable of encouraging entrepreneurship and boosting its cultural development. It is worth noting that the fewest studies were published from 2003 till 2009, with only one paper in 2007 as per the records.

Publication source and authors
Based on the analysis of the selected publications regarding the source of publication as shown in Figure 7. The maximum number of publications were by the 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION, with a total of three conference papers. Other publishers published one or two papers. However, in terms of publication type, it was found that articles were more than conference papers and finally book chapters among analysed studies.

Context analysis: based on countries and educational institutions
Highlighting on RQ 3, in which Table 3 presents the number of published studies in the countries, based on (United Nations, 2019) economic classifications of countries concerning income level and Gross Domestic Product (GPD), as the following: (a) developed economies, (b) economies in transition, and (c) developing economies. The findings show that most of the studies in this area were conducted in developed countries, resulting in 29 developed economy countries. On the other hand, four studies were done about countries with economies in transition and 29countries from developing economies. Furthermore,most studies were conducted in the EU countries such as Spain, Romania, Portugal, and others considered developed countries. The observation may be due to the great emphasis on EE, EC, and EI due to policies development in most EU countries and collaboration between the region's stakeholders, government, and educational institutions. From another perspective, many developed countries face a high unemployment rate, leading to more studies investigating the factors motivating and directing youth toward entrepreneurship.    Regarding educational institutions, it was noticed that a higher number of studies were conducted at HEIs, followed by school, as the minimal studies looked at studies highlighting both (HEI and school) as well as (HEI and SME) at the same time. Additionally, most of the studies conducted focused more on samples from universities than schools, in which a possible explanation for that that most researchers were interested in discussing and solving the issue of increasing unemployment rate among graduates from HEIs, whereby the development of entrepreneurship at HEIs is considered one of the practical solutions. Based on the analysis shown in Appendix A (Table 1), the importance of developing EC in HEIs would be strengthening the interactions between HEI and stakeholders (private and public).

Country
Number of studies in a specific country

Discussion
It is vital to encourage entrepreneurship by creating and enhancing EC for economic development. This is applicable through educational institutions by developing students' entrepreneurial knowledge and skills. As per the analysis, it was noticed that educational institutions with EC could affect students' intention towards entrepreneurship and reduces unemployment rates. Besides , EE and EC's relationship was evident, as policymakers consider having strong EC by implementing EE to change students' mindsets. As a result, it was addressed that EC has an affects on students EI based on the reviewed studies. Most of the studies were done in developed countries rather than economic in transition and developing countries, considering the economic nature of these countries. In terms of educational institutions, it was found that HEIs are more addressed than schools. This could be due to the way of thinking among students concerning their career path when they study at HEI. In this section, more discussion will on studying ROs and RQs of this research..

Relationship of variables
In general, the studies looking at the relationships between EE and EC were more than EC with EI, which means that more studies have to highlight the role of EC among these variables. Highlighting RO1, which addresses the relationship between these variables, it was noted a need for more studies to be testing and validating different roles of EC between EE and EI . Figure 8 elaborates on the proposed relationship between EE (independent variable -IV), EC (Mediator), and EI (dependent variable -DV) as per the reviewed studies, which could be validated later. According to (Baron & Kenny, 1986;Namazi & Namazi, 2016) suggested that the mediator is considered to be the third variable, which looks at the mechanism where the dependent variable DV is affected by the IV. The model focuses on a significant relationship between the variables: IV and mediator; mediator and DV; IV and DV (MacKinnon & Fairchild, 2009;Preacher & Hayes, 2008). There is a significant positive relationship between the variables in the discussion, EE, EC, and EI; as this study focuses on EC's role as a mediator in the relationship between EE and EI. Previous studies' have only suggested the role of EC as a mediator in the relationship between EE and EI, but the model has yet to be validated or tested (Akuegwu & Nwi-ue, 2016;Nwokolo et al., 2017).
These variables and their relationships would contribute to the knowledge by addressing the effect of EE on EC and later EI through measuring and validating it in the future, as Wardana et al. (2021) noticed that the scholars did not measure the effect of EE on EC. Hence, it is proposed that EE encourages the development of EC by cultivating the right mindset and intention towards firm creation; EC, in turn, drives individual EI. Mukhtar et al. (2021) found that EC and EE could see an acceleration in students' entrepreneurial thinking. Hence, it is obvious that the mediating role of EC in the relationship is needed to be measured. In addition, the inconsistent relationship between EC and EI addressed by Wu and Destech Publicat (2018) ,in which results shows mixed results when including gender differences. Hence, this opens a door for having other moderator variables like the demographic variables (Gender, Income, employment and others) between EC and EI. It was noted that Theory of Planned Behavior (TPB) by Ajzen (1991) was the most used theory among the analysed studies, which create an opportunity to test EE relationship with EI using the proposed mediating role of EC by changing Subjective Norms (SN) in TPB, as proposed by (Wibowo et al., 2020).

Publication trend and study context
RO 2, which focused on the publication trend, showed a fluctuated manner presented earlier in Figure 6. While RO 3 highlighted the contextual aspects focusing on the place where the study was conducted. In this study, it is worth mentioning that period from 2003 to 2009 had range of 1 to 5 publications per year. The year 2015 saw the highest number of articles published, with 18 papers, as most studies were conducted in developed countries, especially in EU countries. In this regard, the possible explanation could be supported by (Jardim et al., 2021;Tudor et al., 2020) mentioning several reasons related to EU efforts regarding the implementation practices that enhance entrepreneurship and stimulate cultural aspects. Also, one of the strategic goals of European policies was to develop EC with a foundation leading towards a flexible and responsible labour market, along with a belief of ambitious and entrepreneurial faith. Moreover, the EU commission encourages EE at all levels of education and educational institutions, from primary schools to universities. From another perspective, EE programs globally develop individual skills and intentions. Countries with unique entrepreneurial cultures seem to have a long learning journey, with competitive strategies for educational programs to promote entrepreneurship amongst the youth. It is indicated that the EU and developed countries worked on education for a long time, especially EE compared to the economic in transition and developing countries.
This study found the volume of the second-highest publication was in 2020, with 14 studies mostly from developing countries. Several reasons could lead to this, like the developing economic nations are in continuous economic growth, and more attention is required to entrepreneurship as well as its related aspects (Jardim et al., 2021). Moreover, scholars in developing countries focus more on publications and research due to the need and available opportunities for research which demand more studies to be investigated and published.
Regarding educational institutions that studies were focusing on, it is notable that the volume of studies concentrated on HEIs more than schools. The possible reason for this finding could be that most academics focused on addressing the high unemployment rate of HEI graduate students, considering entrepreneurship development as one of the valuable solutions. Besides, Nurmukhanova et al. (2021) suggested that the main role of universities would be to optimize knowledge, which explains the importance of entrepreneurial and innovative universities as centres for technological development and start-ups, through having value-adding, qualified and experienced workers, that would increase in the regional level of goods or service and welfare. Hence, these reasons would show why more studies are conducted in HEI than schools from the analysed studies.

Population of studies
RO 4 focused on the most highlighted population among the analysed studies, which were students. The availability of information regarding entrepreneurship at HEIs prepares the students to succeed in the business world. This could be elaborated by the view of S. Mukhtar et al. (2021) that students are often more open-minded to accept new knowledge and skills when the educational institution has a supportive entrepreneurial culture. Moreover, the HEI enables students to generate creative ideas for becoming entrepreneurs as an alternative career path.
Another aspect to be considered in implementing EE is to enhance EC, and then later EI focuses on the strategic decision by the management of HEIs considering different perspectives. This could be represented in several ways and organizational levels among students, staff, teachers or externals. The idea is that business schools and academic management departments mainly offer entrepreneurship courses. Therefore, this would progressively enrich with the transfer of knowledge and skills to students through case studies and classroom talks by entrepreneurs as role models. More in-depth, Nicotra et al. (2021) suggested that offering many activities related to EE, like the importance of mentors is becoming crucial. As well as offering other initiatives and scholarships would attract and uncover entrepreneurial talents at the HEI. Hence, engagement with the external community, including entrepreneurs and anyone with a background in entrepreneurship, can have a potential impact by permitting them to educate, coach, teach, and instruct students with potential business ideas. Consequently, this study highlights the importance of internal and external aspects at the HEI to enhance and develop an effective EC. Experienced entrepreneurs should be engaged in these kinds of activities as a sponsor, competition judge, monitoring and coaching, or as a lecturer in a course or workshop where they would share their views dealing with tricks and joys. Besides, strengths and weaknesses have also been shown to create students' intentions at the HEI (Sousa et al., 2019).
From another point of view, several scholars, (Dif et al., 2019;Nurmukhanova et al., 2021;Tudor et al., 2020), highlighted the importance of faculty involvement in EC creation and development, especially the teaching team at the HEI being aware of EC importance and implementation. Furthermore, it was noted that implementing EE in HEIs by having a system of continuous human resources and specialized professional training in the field of entrepreneurship would help to foster the development of entrepreneurial culture and the attitude among the organisation's employees .
One of the most important factors related to teachers' competencies was about creating strong EC and entrepreneurial thinking teachers' considering the experience in delivering EE. To develop EC in HEI, several scholars (Huang et al., 2020;Tudor et al., 2020;Wibowo et al., 2020) believed that the development of EC and teachers attitudes towards entrepreneurship are crucial as HEI lecturers think that engaging in a postgraduate entrepreneurial training program is beneficial to their professional development as teachers are in the scientific and academic field. Moreover, teaching staff must have a diverse set of entrepreneurship skills to motivate their students and assist them in developing their entrepreneurial mindset. Instead of lecturers providing answers to students, it is preferred to assist them in conducting research and identifying the best questions and answers technique. In essence, for HEIs to become entrepreneurial, a supportive environment should be created. The obligation of HEI towards faculty members would be to provide the necessary facilities and create an entrepreneurially oriented policy followed by proper implementation. Besides, HEI must begin developing a research guideline that includes research projects, in which this arrangement with a road map will serve as an umbrella for all teaching staff and departments. Also, institutions, faculty, and different departments must enhance the research skills of faculty members for academic research to do proper research. In addition, an incentive structure must be established for faculty members to have a favourable attitude about applied research and the motivation to do it, which would lead to better engagement of lecturers in the development of EC at educational institutions.
The strategic decision by top management at the educational institutions like examining the HEI internally and externally is crucial. Considering different perspectives of students, parents, teachers, employees, university top and middle management at the educational institutions would lead to the continuous development of the educational process and its activities. Hence, it would be vital for educational institution top management to work with internal and external stakeholders by implementing different concepts, like the Triple Helix model (university-industrygovernment relations) highlighted by (Etzkowitz & Leydesdorff, 2000). Additionally, Etzkowitz and Zhou (2007) suggested that the Triple Helix model could be enhanced by having an entrepreneurial university in different ways. Establishing a dynamic relationship between academics, government, and industry to build innovative industries and resolve current issues is essential (Nurmukhanova et al., 2021). Besides, Vaivode (2015) declared that research and development (R&D) is vital for organisation innovation, especially with the implementation of the Triple Helix model indicated as the following Industry (Business), Government (Governance), and University (Science). Furthermore, the study by Carson (1993) highlighted on the idea of joint learning between young managers (new graduates) and entrepreneurs, as it is possible to design cooperative learning to benefit from each other (Al-Lawati, 2017). Hence, this leads to new concepts to be highlighted like Triple Helix model, entrepreneurial university, and joint learning that could be implemented in creating EC at educational institutions.

Publication type
Finally, RO 5 looked at the publication type, as it was found that the highest publication were article papers published in journals, followed by the conferences paper and proceeding. This could be explained as elaborated by Zhang and Glänzel (2012) that conference proceedings papers acquire lower citations on average than other research pieces in other areas. Besides, the reason could be that scholars feel unwilling to wait until a future conference to present data that they consider truly new.

Conclusion
Starting with research questions like RQ 1, it was found that there is a significant relationship between the three variables EE, EC, and EI in different aspects. Besides, the mediating role of EC in the relationship between EE and EI was mentioned but not validated or tested. Hence, it is suggested that there is a need for further research in this area of study in future. The findings also demonstrate that adopted theory by researchers studying these relationships was the TPB (Ajzen, 1991). Moreover, RQ 2 and RQ 3 were about publication trends and the research context of the analysed studies. The findings demonstrated a fluctuating volume of published works in particular area of study. Furthermore, the findings show that most studies in the area were conducted in developed countries compared to economies in transition countries and developing economies at HEIs more than schools. Interestingly, the trend peaked in 2015, where most studies were conducted in EU countries due to attention given toward implementing entrepreneurship-related policies in the member countries. On the other hand, recently the developing countries started to focus more on research due to the availability of information and continuous economic growth. Additionally, regarding RQ 4 focuses on the population, it was found that students are more more highlighted than teachers (faculty), as this could be that students are more concerned about unemployment issue but the engagement of teachers and top management is crucial for EC creation and enhancement. Finally, RQ 5 was regarding publication type in which article papers were more than conference papers for citation purposes, as quantitative studies were more than qualitative in study design.
It is recommended that policymakers formulate policies that aim to boost the development of EC by fostering strategic collaboration between stakeholders and educational institutions. Additionally, academic institutions are encouraged to improve EC among academic and nonacademic staff, students, and the rest of the stakeholders through innovative and practical approaches, such as curriculum development and entrepreneurship training seminars. In addition, practitioners (entrepreneurs) should be allowed to play a proactive task as role models for students. The interaction between educational institutions and entrepreneurs will help to keep the students in touch with the latest development in the entrepreneurial field. The adaptation of concepts like the Triple Helix model, Joint learning, and entrepreneurial university would be interesting studies when EC is created in educational institutions. In general, this study used only two databases, in which other databases could be used in future research.

Future research
For further research, it is recommended to measure and validate these relationships by having a standard and reliable instrument as there is a scarcity of research carried out to study the relationship between EE, EC, and EI. This study could also be further improved by conducting a comprehensive review using other research approaches or empirical studies in the future. Besides, developing and economies in transition countries might need to have more studies in this regard. Considering other search databases for publications would add to the analysis. Finally, studies about the relationship of EE-EC-EI could be synergized between individual and organizational levels.      press; social representation Specify characteristics of the sources of evidence used as eligibility criteria (e.g., years considered, language, and publication status), and provide a rationale.

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Information sources* 7 Describe all information sources in the search (e.g., databases with dates of coverage and contact with authors to identify additional sources), as well as the date the most recent search was executed.

9
Search 8 Present the full electronic search strategy for at least 1 database, including any limits used, such that it could be repeated.

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Selection of sources of evidence † 9 State the process for selecting sources of evidence (i.e., screening and eligibility) included in the scoping review.
Data charting process ‡ 10 Describe the methods of charting data from the included sources of evidence (e.g., calibrated forms or forms that have been tested by the team before their use, and whether data charting was done independently or in duplicate) and any processes for obtaining and confirming data from investigators.

12
Data items 11 List and define all variables for which data were sought and any assumptions and simplifications made.

12
Critical appraisal of individual sources of evidence §

12
If done, provide a rationale for conducting a critical appraisal of included sources of evidence; describe the methods used and how this information was used in any data synthesis (if appropriate). -

13
Describe the methods of handling and summarizing the data that were charted.

Selection of sources of evidence 14
Give numbers of sources of evidence screened, assessed for eligibility, and included in the review, with reasons for exclusions at each stage, ideally using a flow diagram.

Characteristics of sources of evidence 15
For each source of evidence, present characteristics for which data were charted and provide the citations. For each included source of evidence, present the relevant data that were charted that relate to the review questions and objectives.

18
Summarize and/or present the charting results as they relate to the review questions and objectives.

Summary of evidence 19
Summarize the main results (including an overview of concepts, themes, and types of evidence available), link to the review questions and objectives, and consider the relevance to key groups.

Limitations 20
Discuss the limitations of the scoping review process.

24
Conclusions 21 Provide a general interpretation of the results with respect to the review questions and objectives, as well as potential implications and/or next steps.

Funding 22
Describe sources of funding for the included sources of evidence, as well as sources of funding for the scoping review. Describe the role of the funders of the scoping review.

JBI = Joanna Briggs
Institute; PRISMA-ScR = Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews. * Where sources of evidence (see second footnote) are compiled from, such as bibliographic databases, social media platforms, and Web sites. † A more inclusive/heterogeneous term used to account for the different types of evidence or data sources (e.g., quantitative and/or qualitative research, expert opinion, and policy documents) that may be eligible in a scoping review as opposed to only studies. This is not to be confused with information sources (see first footnote). ‡ The frameworks by Arksey and O'Malley (6) and Levac and colleagues (7) and the JBI guidance (4, 5) refer to the process of data extraction in a scoping review as data charting. § The process of systematically examining research evidence to assess its validity, results, and relevance before using it to inform a decision. This term is used for items 12 and 19 instead of "risk of bias" (which is more applicable to systematic reviews of interventions) to include and acknowledge the various sources of evidence that may be used in a scoping review (e.g., quantitative and/or qualitative research, expert opinion, and policy document