Understanding the relevance of experiential learning for entrepreneurial self-efficacy: A gender-wise perspective

Funding text 1: After examining theories related with EL and ESE separately, it is imperative to discuss literature covering the relation between the two. This has been examined through the studies which highlighted that learning through experiment helped to raise the self-efficacy of the individuals (Chou & Wang, 2000) and suggested that practical use of theoretical learning instills self-belief and competency among students (Pollack & Lilly, 2008). Zawadzki, Danube, and Shields (2012) compared passing on information to the students through workshop activity i.e. experiential learning and information without EL. The results supported that the former led to better retention and also influenced self-efficacy of students. Esters and Retallick (2013) found positive association of work with practice (EL) on self-efficacy as career decision and negative with maturity in career practice. Skill development through EL programs also contributes to employment outcomes (Downey, Kalb, fleisch, & Truman, 2002; Tiessen, 2018; Tiessen & Heron, 2012). Use of experiential learning programs in higher educational institutions facilitates the students (Kasouf, Morrish, & Miles, 2015; Nyamunda & Van Der Westhuizen, 2020). EL has a significant influence on the intentions of higher education students (Anwar & Nabaz Nawzad Abdullah, 2021; Photchanachan, 2021). As revealed by Guven and Gokdag Baltaoglu (2017) there exists a low level of relationship between self-efficacy & learning by experiment (using Kolb, 1984, pp. 20–38 learning style inventory). Thus, there exists plurality in the results as concluded from the past studies. Secondly the direct relationship between Kolb experiential learning model and ESE has not been covered in any of these studies and these studies have been carried out to know the mediating or moderating effect of ESE on EI. To cope up with this, it is good to understand the influence of EL on ESE using Kolb EL model. The relationship between EL and ESE has been covered gender-wise in next paragraph.The outcome of the study regards EL as a multi-dimensional construct, as has been highlighted by Castellaneta and Zollo (2015) and consists of four dimensions (CE, RO, AC, & AE). According to Baker, Robinson, and Kolb (2012), the effective EL will occur after passing through these four stages of learning. Learning arises from the resolution of creative tension among these four learning modes. The process is portrayed as an idealized learning cycle or spiral where learner touches all the bases (CE, RO, AC, & AE). Although learning style describes the unique ways an individual spirals through learning cycle based on the four different learning modes (Kolb & Kolb, 2013). Thus, Hypothesis (H1) “Experiential Learning is a multi-dimensional construct with concrete experience, reflective observation; abstract conceptualisation and active experimentation as sub-dimensions” has been empirically supported (as shown in Table 9, loadings in both case are above 0.70). The current study has framed a sub-hypothesis, stating H1a “There is a significant difference among males and females with regard to various sub-dimensions of Experiential Learning, viz. concrete experience, reflective observation; abstract conceptualisation and active experimentation. The present study corroborates the results of Severiens and Ten Dam (1994) highlighting that the difference between male and female mode of learning is higher in males in AC stage of EL. As is evident from results in both males and females, the loadings are higher, but for males it is slightly more than females.The results support that dimensions concerning EL strongly predict ESE of the students. EL as stated by Wurdinger and Marlow (2005) maximizes the real-world learning experience; enhances critical thinking of learners and helps them in evaluating their own learning. Similar thoughts were reverberated by Charyton and Merrill (2009) highlighting that creativity and innovation can be cultivated through the use of experiential activities. For a successful venture, ESE plays a pivotal role. This has an encouraging support from prior researchers who consider it as a pre-condition for entrepreneurial success (Boyd & Vozikis, 1994; Chen et al., 1998; Forbes, 2005). ESE has its important contribution in mediating the influence of learning on entrepreneurial intentions of students (Nowiński et al., 2019). The findings of this research suggest that experiential learning in entrepreneurship could be helpful in increasing the ESE of the students which in turn might help them in creating new venture in future. Additionally, this study has tried to unravel and solve the problem suggested by the study of Nowiński et al. (2019) inviting researchers' to undertake multi-item construct of EE and examine its impact on ESE. The current study by taking Kolb's multi-item EL construct has provided a feasible model to extract the impact of EL on ESE.Mcgee, Peterson, et al. (2009) suggest that proper customization of polices should consider the multi-dimensionality and sequential nature of entrepreneurship. The present study proposes practical suggestions for designing the public policy pertaining to entrepreneurship and its ecosystem. In order to create nationwide awareness and appeal, it suggests that the government of India can support use of EL by creation of a suitable framework to promote EL culture. Secondly, the present study suggests that students before entering into higher educational institutes should be aware of some basic concepts of entrepreneurship, as pre-university stage of the student life influences their future (Nowiński et al., 2019). Thirdly, the study focused on the examining the gender-wise influence of EL on the ESE of the students, and it was found that male's ESE has been influenced by the sub-constructs (RO > AE > CE > AC) of EL and female's ESE has been influenced by the (RO > CE > AC > AE) of EL. In the case of male degree of influence is maximum with RO, followed by AE then CE and AC; whereas in case of female students the sequence of degree of influence is different though the influence of RO predominates, it is followed by CE; AC and AE. The educationists should focus more on the above dimensions of EL while framing the institutional policies. Fourthly, business plan, lectures & case studies elaboration is the basic instrument provided by the majority of courses & programs (Liñán & Chen, 2009; Carrier, 2007). However study of Carrier (2007) found that business plan may have negative effect on ESE of the students. Therefore, there is need to widen the scope of such education programs along with strengthening the existing EE programs. It has been observed that many HEIs provide business incubation facility in order to encourage their student's involvement in start-ups. This facility ensures that promising students can start their entrepreneurial firms under controlled condition (like Technical Business Incubators located in technical institutions). Lastly, the above suggestions are only possible if the state and central governments not only invest in the activities of entrepreneurship, but also focus on how these investments should be guided foe eliminating gender disparities and encourage wider female participation in such activities. It will also be worth noting that dimensions AC in males and AE in females, were significant, but had less influence on ESE, promoting strategies to lay higher emphasis. Education and training programs should be designed taking into consideration the gender difference in the learning process. Padilla-Angulo, García-Cabrera, and Lucia-Casademunt (2021) suggested promoting entrepreneurship among students; institutions should focus on developing a positive EA & ESE. It was found that EA & ESE is lower for women as compare to men; results suggest that student's gender & academic level should be considered while designing activities to promote entrepreneurship.The current study implies that use of refined ESE scale of Mcgee, Peterson, et al. (2009) would be helpful in the future studies related to entrepreneurship. Prior evidential support suggests participation in EE and training programs enhances the ESE of postgraduate students (Kubberød & Pettersen, 2017; Zhao, Seibert, & Hills, 2005) and under-graduate students (Gielnik, Uy, Funken, & Bischoff, 2017; Karlsson & Moberg, 2013; Nowiński et al., 2019). As reflected by Kassean, Vanevenhoven, Liguori, & Winkel (2015) there is strong relationship of participation in EL activities and ESE. Thus, the designed EL scale in the present study can be validated by studies in different economies.; Funding text 2: Prof (Dr.) Ravi Kiran is Professor & Former Head, School of Humanities & Social Sciences and Former Professor In charge Alumni Affairs, Thapar Institute of Engineering & Technology, Patiala, Punjab, India. Her areas of research are, Behavioral and Business Economics; Industrial Management, Data Analytics & Business Modelling, Entrepreneurship & IPRs; E-Business. She has Ph. D. in Industrial Management. She has 33 years teaching experience. She has widely travelled across the globe for research collaborations and presenting research papers and keynote addresses. She has supervised 29 Ph D students and 24 maters students. She has 175 publications in SSCI/SCI/ ABDC / Scopus and refereed journals and 75 publications in conferences She has 10 years of administrative experience. She has completed 8 Sponsored research projects funded by UGC/ICSSR/ AICTE/DST.

Funding text 1: After examining theories related with EL and ESE separately, it is imperative to discuss literature covering the relation between the two. This has been examined through the studies which highlighted that learning through experiment helped to raise the self-efficacy of the individuals (Chou & Wang, 2000) and suggested that practical use of theoretical learning instills self-belief and competency among students (Pollack & Lilly, 2008). Zawadzki, Danube, and Shields (2012) compared passing on information to the students through workshop activity i.e. experiential learning and information without EL. The results supported that the former led to better retention and also influenced self-efficacy of students. Esters and Retallick (2013) found positive association of work with practice (EL) on self-efficacy as career decision and negative with maturity in career practice. Skill development through EL programs also contributes to employment outcomes (Downey, Kalb, fleisch, & Truman, 2002; Tiessen, 2018; Tiessen & Heron, 2012). Use of experiential learning programs in higher educational institutions facilitates the students (Kasouf, Morrish, & Miles, 2015; Nyamunda & Van Der Westhuizen, 2020). EL has a significant influence on the intentions of higher education students (Anwar & Nabaz Nawzad Abdullah, 2021; Photchanachan, 2021). As revealed by Guven and Gokdag Baltaoglu (2017) there exists a low level of relationship between self-efficacy & learning by experiment (using Kolb, 1984, pp. 20–38 learning style inventory). Thus, there exists plurality in the results as concluded from the past studies. Secondly the direct relationship between Kolb experiential learning model and ESE has not been covered in any of these studies and these studies have been carried out to know the mediating or moderating effect of ESE on EI. To cope up with this, it is good to understand the influence of EL on ESE using Kolb EL model. The relationship between EL and ESE has been covered gender-wise in next paragraph.The outcome of the study regards EL as a multi-dimensional construct, as has been highlighted by Castellaneta and Zollo (2015) and consists of four dimensions (CE, RO, AC, & AE). According to Baker, Robinson, and Kolb (2012), the effective EL will occur after passing through these four stages of learning. Learning arises from the resolution of creative tension among these four learning modes. The process is portrayed as an idealized learning cycle or spiral where learner touches all the bases (CE, RO, AC, & AE). Although learning style describes the unique ways an individual spirals through learning cycle based on the four different learning modes (Kolb & Kolb, 2013). Thus, Hypothesis (H1) “Experiential Learning is a multi-dimensional construct with concrete experience, reflective observation; abstract conceptualisation and active experimentation as sub-dimensions” has been empirically supported (as shown in Table 9, loadings in both case are above 0.70). The current study has framed a sub-hypothesis, stating H1a “There is a significant difference among males and females with regard to various sub-dimensions of Experiential Learning, viz. concrete experience, reflective observation; abstract conceptualisation and active experimentation. The present study corroborates the results of Severiens and Ten Dam (1994) highlighting that the difference between male and female mode of learning is higher in males in AC stage of EL. As is evident from results in both males and females, the loadings are higher, but for males it is slightly more than females.The results support that dimensions concerning EL strongly predict ESE of the students. EL as stated by Wurdinger and Marlow (2005) maximizes the real-world learning experience; enhances critical thinking of learners and helps them in evaluating their own learning. Similar thoughts were reverberated by Charyton and Merrill (2009) highlighting that creativity and innovation can be cultivated through the use of experiential activities. For a successful venture, ESE plays a pivotal role. This has an encouraging support from prior researchers who consider it as a pre-condition for entrepreneurial success (Boyd & Vozikis, 1994; Chen et al., 1998; Forbes, 2005). ESE has its important contribution in mediating the influence of learning on entrepreneurial intentions of students (Nowiński et al., 2019). The findings of this research suggest that experiential learning in entrepreneurship could be helpful in increasing the ESE of the students which in turn might help them in creating new venture in future. Additionally, this study has tried to unravel and solve the problem suggested by the study of Nowiński et al. (2019) inviting researchers' to undertake multi-item construct of EE and examine its impact on ESE. The current study by taking Kolb's multi-item EL construct has provided a feasible model to extract the impact of EL on ESE.Mcgee, Peterson, et al. (2009) suggest that proper customization of polices should consider the multi-dimensionality and sequential nature of entrepreneurship. The present study proposes practical suggestions for designing the public policy pertaining to entrepreneurship and its ecosystem. In order to create nationwide awareness and appeal, it suggests that the government of India can support use of EL by creation of a suitable framework to promote EL culture. Secondly, the present study suggests that students before entering into higher educational institutes should be aware of some basic concepts of entrepreneurship, as pre-university stage of the student life influences their future (Nowiński et al., 2019). Thirdly, the study focused on the examining the gender-wise influence of EL on the ESE of the students, and it was found that male's ESE has been influenced by the sub-constructs (RO > AE > CE > AC) of EL and female's ESE has been influenced by the (RO > CE > AC > AE) of EL. In the case of male degree of influence is maximum with RO, followed by AE then CE and AC; whereas in case of female students the sequence of degree of influence is different though the influence of RO predominates, it is followed by CE; AC and AE. The educationists should focus more on the above dimensions of EL while framing the institutional policies. Fourthly, business plan, lectures & case studies elaboration is the basic instrument provided by the majority of courses & programs (Liñán & Chen, 2009; Carrier, 2007). However study of Carrier (2007) found that business plan may have negative effect on ESE of the students. Therefore, there is need to widen the scope of such education programs along with strengthening the existing EE programs. It has been observed that many HEIs provide business incubation facility in order to encourage their student's involvement in start-ups. This facility ensures that promising students can start their entrepreneurial firms under controlled condition (like Technical Business Incubators located in technical institutions). Lastly, the above suggestions are only possible if the state and central governments not only invest in the activities of entrepreneurship, but also focus on how these investments should be guided foe eliminating gender disparities and encourage wider female participation in such activities. It will also be worth noting that dimensions AC in males and AE in females, were significant, but had less influence on ESE, promoting strategies to lay higher emphasis. Education and training programs should be designed taking into consideration the gender difference in the learning process. Padilla-Angulo, García-Cabrera, and Lucia-Casademunt (2021) suggested promoting entrepreneurship among students; institutions should focus on developing a positive EA & ESE. It was found that EA & ESE is lower for women as compare to men; results suggest that student's gender & academic level should be considered while designing activities to promote entrepreneurship.The current study implies that use of refined ESE scale of Mcgee, Peterson, et al. (2009) would be helpful in the future studies related to entrepreneurship. Prior evidential support suggests participation in EE and training programs enhances the ESE of postgraduate students (Kubberød & Pettersen, 2017; Zhao, Seibert, & Hills, 2005) and under-graduate students (Gielnik, Uy, Funken, & Bischoff, 2017; Karlsson & Moberg, 2013; Nowiński et al., 2019). As reflected by Kassean, Vanevenhoven, Liguori, & Winkel (2015) there is strong relationship of participation in EL activities and ESE. Thus, the designed EL scale in the present study can be validated by studies in different economies.; Funding text 2: Prof (Dr.) Ravi Kiran is Professor & Former Head, School of Humanities & Social Sciences and Former Professor In charge Alumni Affairs, Thapar Institute of Engineering & Technology, Patiala, Punjab, India. Her areas of research are, Behavioral and Business Economics; Industrial Management, Data Analytics & Business Modelling, Entrepreneurship & IPRs; E-Business. She has Ph. D. in Industrial Management. She has 33 years teaching experience. She has widely travelled across the globe for research collaborations and presenting research papers and keynote addresses. She has supervised 29 Ph D students and 24 maters students. She has 175 publications in SSCI/SCI/ ABDC / Scopus and refereed journals and 75 publications in conferences She has 10 years of administrative experience. She has completed 8 Sponsored research projects funded by UGC/ICSSR/ AICTE/DST.

Funding text 1: After examining theories related with EL and ESE separately, it is imperative to discuss literature covering the relation between the two. This has been examined through the studies which highlighted that learning through experiment helped to raise the self-efficacy of the individuals (Chou & Wang, 2000) and suggested that practical use of theoretical learning instills self-belief and competency among students (Pollack & Lilly, 2008). Zawadzki, Danube, and Shields (2012) compared passing on information to the students through workshop activity i.e. experiential learning and information without EL. The results supported that the former led to better retention and also influenced self-efficacy of students. Esters and Retallick (2013) found positive association of work with practice (EL) on self-efficacy as career decision and negative with maturity in career practice. Skill development through EL programs also contributes to employment outcomes (Downey, Kalb, fleisch, & Truman, 2002; Tiessen, 2018; Tiessen & Heron, 2012). Use of experiential learning programs in higher educational institutions facilitates the students (Kasouf, Morrish, & Miles, 2015; Nyamunda & Van Der Westhuizen, 2020). EL has a significant influence on the intentions of higher education students (Anwar & Nabaz Nawzad Abdullah, 2021; Photchanachan, 2021). As revealed by Guven and Gokdag Baltaoglu (2017) there exists a low level of relationship between self-efficacy & learning by experiment (using Kolb, 1984, pp. 20–38 learning style inventory). Thus, there exists plurality in the results as concluded from the past studies. Secondly the direct relationship between Kolb experiential learning model and ESE has not been covered in any of these studies and these studies have been carried out to know the mediating or moderating effect of ESE on EI. To cope up with this, it is good to understand the influence of EL on ESE using Kolb EL model. The relationship between EL and ESE has been covered gender-wise in next paragraph.The outcome of the study regards EL as a multi-dimensional construct, as has been highlighted by Castellaneta and Zollo (2015) and consists of four dimensions (CE, RO, AC, & AE). According to Baker, Robinson, and Kolb (2012), the effective EL will occur after passing through these four stages of learning. Learning arises from the resolution of creative tension among these four learning modes. The process is portrayed as an idealized learning cycle or spiral where learner touches all the bases (CE, RO, AC, & AE). Although learning style describes the unique ways an individual spirals through learning cycle based on the four different learning modes (Kolb & Kolb, 2013). Thus, Hypothesis (H1) “Experiential Learning is a multi-dimensional construct with concrete experience, reflective observation; abstract conceptualisation and active experimentation as sub-dimensions” has been empirically supported (as shown in Table 9, loadings in both case are above 0.70). The current study has framed a sub-hypothesis, stating H1a “There is a significant difference among males and females with regard to various sub-dimensions of Experiential Learning, viz. concrete experience, reflective observation; abstract conceptualisation and active experimentation. The present study corroborates the results of Severiens and Ten Dam (1994) highlighting that the difference between male and female mode of learning is higher in males in AC stage of EL. As is evident from results in both males and females, the loadings are higher, but for males it is slightly more than females.The results support that dimensions concerning EL strongly predict ESE of the students. EL as stated by Wurdinger and Marlow (2005) maximizes the real-world learning experience; enhances critical thinking of learners and helps them in evaluating their own learning. Similar thoughts were reverberated by Charyton and Merrill (2009) highlighting that creativity and innovation can be cultivated through the use of experiential activities. For a successful venture, ESE plays a pivotal role. This has an encouraging support from prior researchers who consider it as a pre-condition for entrepreneurial success (Boyd & Vozikis, 1994; Chen et al., 1998; Forbes, 2005). ESE has its important contribution in mediating the influence of learning on entrepreneurial intentions of students (Nowiński et al., 2019). The findings of this research suggest that experiential learning in entrepreneurship could be helpful in increasing the ESE of the students which in turn might help them in creating new venture in future. Additionally, this study has tried to unravel and solve the problem suggested by the study of Nowiński et al. (2019) inviting researchers' to undertake multi-item construct of EE and examine its impact on ESE. The current study by taking Kolb's multi-item EL construct has provided a feasible model to extract the impact of EL on ESE.Mcgee, Peterson, et al. (2009) suggest that proper customization of polices should consider the multi-dimensionality and sequential nature of entrepreneurship. The present study proposes practical suggestions for designing the public policy pertaining to entrepreneurship and its ecosystem. In order to create nationwide awareness and appeal, it suggests that the government of India can support use of EL by creation of a suitable framework to promote EL culture. Secondly, the present study suggests that students before entering into higher educational institutes should be aware of some basic concepts of entrepreneurship, as pre-university stage of the student life influences their future (Nowiński et al., 2019). Thirdly, the study focused on the examining the gender-wise influence of EL on the ESE of the students, and it was found that male's ESE has been influenced by the sub-constructs (RO > AE > CE > AC) of EL and female's ESE has been influenced by the (RO > CE > AC > AE) of EL. In the case of male degree of influence is maximum with RO, followed by AE then CE and AC; whereas in case of female students the sequence of degree of influence is different though the influence of RO predominates, it is followed by CE; AC and AE. The educationists should focus more on the above dimensions of EL while framing the institutional policies. Fourthly, business plan, lectures & case studies elaboration is the basic instrument provided by the majority of courses & programs (Liñán & Chen, 2009; Carrier, 2007). However study of Carrier (2007) found that business plan may have negative effect on ESE of the students. Therefore, there is need to widen the scope of such education programs along with strengthening the existing EE programs. It has been observed that many HEIs provide business incubation facility in order to encourage their student's involvement in start-ups. This facility ensures that promising students can start their entrepreneurial firms under controlled condition (like Technical Business Incubators located in technical institutions). Lastly, the above suggestions are only possible if the state and central governments not only invest in the activities of entrepreneurship, but also focus on how these investments should be guided foe eliminating gender disparities and encourage wider female participation in such activities. It will also be worth noting that dimensions AC in males and AE in females, were significant, but had less influence on ESE, promoting strategies to lay higher emphasis. Education and training programs should be designed taking into consideration the gender difference in the learning process. Padilla-Angulo, García-Cabrera, and Lucia-Casademunt (2021) suggested promoting entrepreneurship among students; institutions should focus on developing a positive EA & ESE. It was found that EA & ESE is lower for women as compare to men; results suggest that student's gender & academic level should be considered while designing activities to promote entrepreneurship.The current study implies that use of refined ESE scale of Mcgee, Peterson, et al. (2009) would be helpful in the future studies related to entrepreneurship. Prior evidential support suggests participation in EE and training programs enhances the ESE of postgraduate students (Kubberød & Pettersen, 2017; Zhao, Seibert, & Hills, 2005) and under-graduate students (Gielnik, Uy, Funken, & Bischoff, 2017; Karlsson & Moberg, 2013; Nowiński et al., 2019). As reflected by Kassean, Vanevenhoven, Liguori, & Winkel (2015) there is strong relationship of participation in EL activities and ESE. Thus, the designed EL scale in the present study can be validated by studies in different economies.; Funding text 2: Prof (Dr.) Ravi Kiran is Professor & Former Head, School of Humanities & Social Sciences and Former Professor In charge Alumni Affairs, Thapar Institute of Engineering & Technology, Patiala, Punjab, India. Her areas of research are, Behavioral and Business Economics; Industrial Management, Data Analytics & Business Modelling, Entrepreneurship & IPRs; E-Business. She has Ph. D. in Industrial Management. She has 33 years teaching experience. She has widely travelled across the globe for research collaborations and presenting research papers and keynote addresses. She has supervised 29 Ph D students and 24 maters students. She has 175 publications in SSCI/SCI/ ABDC / Scopus and refereed journals and 75 publications in conferences She has 10 years of administrative experience. She has completed 8 Sponsored research projects funded by UGC/ICSSR/ AICTE/DST.

Funding text 1: After examining theories related with EL and ESE separately, it is imperative to discuss literature covering the relation between the two. This has been examined through the studies which highlighted that learning through experiment helped to raise the self-efficacy of the individuals (Chou & Wang, 2000) and suggested that practical use of theoretical learning instills self-belief and competency among students (Pollack & Lilly, 2008). Zawadzki, Danube, and Shields (2012) compared passing on information to the students through workshop activity i.e. experiential learning and information without EL. The results supported that the former led to better retention and also influenced self-efficacy of students. Esters and Retallick (2013) found positive association of work with practice (EL) on self-efficacy as career decision and negative with maturity in career practice. Skill development through EL programs also contributes to employment outcomes (Downey, Kalb, fleisch, & Truman, 2002; Tiessen, 2018; Tiessen & Heron, 2012). Use of experiential learning programs in higher educational institutions facilitates the students (Kasouf, Morrish, & Miles, 2015; Nyamunda & Van Der Westhuizen, 2020). EL has a significant influence on the intentions of higher education students (Anwar & Nabaz Nawzad Abdullah, 2021; Photchanachan, 2021). As revealed by Guven and Gokdag Baltaoglu (2017) there exists a low level of relationship between self-efficacy & learning by experiment (using Kolb, 1984, pp. 20–38 learning style inventory). Thus, there exists plurality in the results as concluded from the past studies. Secondly the direct relationship between Kolb experiential learning model and ESE has not been covered in any of these studies and these studies have been carried out to know the mediating or moderating effect of ESE on EI. To cope up with this, it is good to understand the influence of EL on ESE using Kolb EL model. The relationship between EL and ESE has been covered gender-wise in next paragraph.The outcome of the study regards EL as a multi-dimensional construct, as has been highlighted by Castellaneta and Zollo (2015) and consists of four dimensions (CE, RO, AC, & AE). According to Baker, Robinson, and Kolb (2012), the effective EL will occur after passing through these four stages of learning. Learning arises from the resolution of creative tension among these four learning modes. The process is portrayed as an idealized learning cycle or spiral where learner touches all the bases (CE, RO, AC, & AE). Although learning style describes the unique ways an individual spirals through learning cycle based on the four different learning modes (Kolb & Kolb, 2013). Thus, Hypothesis (H1) “Experiential Learning is a multi-dimensional construct with concrete experience, reflective observation; abstract conceptualisation and active experimentation as sub-dimensions” has been empirically supported (as shown in Table 9, loadings in both case are above 0.70). The current study has framed a sub-hypothesis, stating H1a “There is a significant difference among males and females with regard to various sub-dimensions of Experiential Learning, viz. concrete experience, reflective observation; abstract conceptualisation and active experimentation. The present study corroborates the results of Severiens and Ten Dam (1994) highlighting that the difference between male and female mode of learning is higher in males in AC stage of EL. As is evident from results in both males and females, the loadings are higher, but for males it is slightly more than females.The results support that dimensions concerning EL strongly predict ESE of the students. EL as stated by Wurdinger and Marlow (2005) maximizes the real-world learning experience; enhances critical thinking of learners and helps them in evaluating their own learning. Similar thoughts were reverberated by Charyton and Merrill (2009) highlighting that creativity and innovation can be cultivated through the use of experiential activities. For a successful venture, ESE plays a pivotal role. This has an encouraging support from prior researchers who consider it as a pre-condition for entrepreneurial success (Boyd & Vozikis, 1994; Chen et al., 1998; Forbes, 2005). ESE has its important contribution in mediating the influence of learning on entrepreneurial intentions of students (Nowiński et al., 2019). The findings of this research suggest that experiential learning in entrepreneurship could be helpful in increasing the ESE of the students which in turn might help them in creating new venture in future. Additionally, this study has tried to unravel and solve the problem suggested by the study of Nowiński et al. (2019) inviting researchers' to undertake multi-item construct of EE and examine its impact on ESE. The current study by taking Kolb's multi-item EL construct has provided a feasible model to extract the impact of EL on ESE.Mcgee, Peterson, et al. (2009) suggest that proper customization of polices should consider the multi-dimensionality and sequential nature of entrepreneurship. The present study proposes practical suggestions for designing the public policy pertaining to entrepreneurship and its ecosystem. In order to create nationwide awareness and appeal, it suggests that the government of India can support use of EL by creation of a suitable framework to promote EL culture. Secondly, the present study suggests that students before entering into higher educational institutes should be aware of some basic concepts of entrepreneurship, as pre-university stage of the student life influences their future (Nowiński et al., 2019). Thirdly, the study focused on the examining the gender-wise influence of EL on the ESE of the students, and it was found that male's ESE has been influenced by the sub-constructs (RO > AE > CE > AC) of EL and female's ESE has been influenced by the (RO > CE > AC > AE) of EL. In the case of male degree of influence is maximum with RO, followed by AE then CE and AC; whereas in case of female students the sequence of degree of influence is different though the influence of RO predominates, it is followed by CE; AC and AE. The educationists should focus more on the above dimensions of EL while framing the institutional policies. Fourthly, business plan, lectures & case studies elaboration is the basic instrument provided by the majority of courses & programs (Liñán & Chen, 2009; Carrier, 2007). However study of Carrier (2007) found that business plan may have negative effect on ESE of the students. Therefore, there is need to widen the scope of such education programs along with strengthening the existing EE programs. It has been observed that many HEIs provide business incubation facility in order to encourage their student's involvement in start-ups. This facility ensures that promising students can start their entrepreneurial firms under controlled condition (like Technical Business Incubators located in technical institutions). Lastly, the above suggestions are only possible if the state and central governments not only invest in the activities of entrepreneurship, but also focus on how these investments should be guided foe eliminating gender disparities and encourage wider female participation in such activities. It will also be worth noting that dimensions AC in males and AE in females, were significant, but had less influence on ESE, promoting strategies to lay higher emphasis. Education and training programs should be designed taking into consideration the gender difference in the learning process. Padilla-Angulo, García-Cabrera, and Lucia-Casademunt (2021) suggested promoting entrepreneurship among students; institutions should focus on developing a positive EA & ESE. It was found that EA & ESE is lower for women as compare to men; results suggest that student's gender & academic level should be considered while designing activities to promote entrepreneurship.The current study implies that use of refined ESE scale of Mcgee, Peterson, et al. (2009) would be helpful in the future studies related to entrepreneurship. Prior evidential support suggests participation in EE and training programs enhances the ESE of postgraduate students (Kubberød & Pettersen, 2017; Zhao, Seibert, & Hills, 2005) and under-graduate students (Gielnik, Uy, Funken, & Bischoff, 2017; Karlsson & Moberg, 2013; Nowiński et al., 2019). As reflected by Kassean, Vanevenhoven, Liguori, & Winkel (2015) there is strong relationship of participation in EL activities and ESE. Thus, the designed EL scale in the present study can be validated by studies in different economies.; Funding text 2: Prof (Dr.) Ravi Kiran is Professor & Former Head, School of Humanities & Social Sciences and Former Professor In charge Alumni Affairs, Thapar Institute of Engineering & Technology, Patiala, Punjab, India. Her areas of research are, Behavioral and Business Economics; Industrial Management, Data Analytics & Business Modelling, Entrepreneurship & IPRs; E-Business. She has Ph. D. in Industrial Management. She has 33 years teaching experience. She has widely travelled across the globe for research collaborations and presenting research papers and keynote addresses. She has supervised 29 Ph D students and 24 maters students. She has 175 publications in SSCI/SCI/ ABDC / Scopus and refereed journals and 75 publications in conferences She has 10 years of administrative experience. She has completed 8 Sponsored research projects funded by UGC/ICSSR/ AICTE/DST.