JSS MAHAVIDYAPEETHA

JSS SCIENCE AND TECHNOLOGY UNIVERSITY

MYSORE-570006

SOCIAL SENSITIVITY PROJECT REPORT ON

SDG 8 - Decent work and Economic growth

Title of the Project:

"Learning Agility and its Role in Advancing SDG 8 in Higher Education
Institutions"

Under the Guidance of

Prof. Sindu Bharath
Prof. Suresh
Prof. Nityananda Patel

In partial fulfillment of the requirements for the award of degree of

MASTER OF BUSINESS ADMINISTRATION IN
RETAIL IN MANAGEMENT

Submitted by:
Avinash Ganapati Pujari (01JST24PRM005)
Mahadeva (01JST24PRM012)
Darshan A S (01JST24PRM008)
Swati A S (01JST24PRM023)
Sai Vamshi S R (01JST24PRM019)
Abhineeth Sadhu (01JST24PRM001)
Batch 2024-2026
 JSS SCIENCE AND TECHNOLOGY CERTIFICATE

This is to certify that Team-2 , students of Master of Business Administration in

Retail Management at JSS Centre for Management Studies, JSS Technical Institution
Campus, Mysuru, India, has successfully completed the Social Sensitivity Project and
submitted a report titled "Learning Agility and its Role in Advancing SDG 8 in
Higher Education Institutions"

Date: 16/05/2025
Place: Mysuru

Signature of Dean Signature of

HOD
 ACKNOWLEDGEMENT

We would like to express our sincere gratitude to all those who supported and guided
us throughout the course of this research project titled "Learning Agility and its
Role in Advancing SDG 8 in Higher Education Institutions"

We extend our heartfelt gratitude to our Dean Prof. P Nagesh, Mrs. Swaroop Simha
HOD, JSSCMS, Mysuru. Also we would like to express our gratitude to our guide
Prof. Sindu Bharath, Prof. Suresh and Prof. Nityananda Patel for their guidance
and support throughout this project. Their feedback and encouragement have helped
shape this research into a comprehensive study.

Thank you for all the students who responded.

 DECLARATION

We hereby declare that the research report titled “Fostering Entrepreneurial Intention
through Learning Agility: A Study Among Higher Education Students” is the original work
carried out by us as part of our academic requirement at JSS Centre for Management Studies, JSS
STU, Mysuru.

We affirm that this study is based on primary data collected through a structured questionnaire
and that all sources of secondary data, theories, and references used have been duly
acknowledged. This report has not been submitted to any other university or institution for the
award of any degree, diploma, or certificate.

We take full responsibility for the integrity and authenticity of the content presented in this
report.

Date:
Place:
 TABLE OF CONTENTS

• ABSTRACT

• INTRODUCTION

• LITERATURE REVIEW

• METHODOLOGY OF STUDY

• OBSERVATIONS AND DATA COLLECTION

• ANALYSIS AND FINDINGS

• RECOMMENDATIONS FOR POLICY MAKING

• PROBLEMS ENCOUNTERED

• LEARNINGS

• CONCLUSION
 [Link]

In today’s fast-paced global economy, the ability to learn, unlearn, and relearn termed learning
agility Thas become a vital competency for individuals and institutions aiming to remain relevant
and future-ready. In alignment with the United Nations Sustainable Development Goal 8 (SDG
8), which emphasizes promoting sustained, inclusive, and sustainable economic growth, full and
productive employment, and decent work for all. Entrepreneurship is recognized as a key
enabler for achieving SDG 8 by generating employment opportunities, enhancing innovation,
and stimulating economic inclusivity. This study explores the role of learning agility in fostering
entrepreneurial intentions among students of higher education institutes (HEI’s). The objective of
present research is twofold- To explore the antecedents of learning agility and entrepreneurial
intention. To examine the relationship between learning agility and entrepreneurial intention.
The study adopts descriptive research and quantitative data using structured questionnaires. The
target sampling units are the students of higher education institutes (HEI’s). The data was
collected through survey, the collected data was analysed by performing exploratory data
analysis using SPSS. Preliminary expectations suggest that students with higher learning agility
will demonstrate greater entrepreneurial inclination, adaptability to economic shifts, and a
proactive mindset towards opportunity creation attributes that are essential for sustainable
employment and economic resilience. The findings will provide valuable insights for educational
policymakers, curriculum developers, and entrepreneurship educators to integrate learning agility
frameworks within academic programs to enhance employability and entrepreneurial readiness.
This study contributes to the discourse on sustainable development by emphasizing the
integration of agility into formal education, thereby empowering youth to actively participate in
shaping a resilient and inclusive economic future in line with SDG 8.

Keywords: learning agility, entrepreneurial intention, higher education institution, SDG8

 [Link]

In the contemporary era defined by constant technological advancement, dynamic labor markets,
and economic uncertainty, Higher Education Institutions (HEIs) have become critical enablers of
socio-economic development beyond their traditional roles as centers for academic knowledge
dissemination. Today, HEIs are expected to not only provide domain-specific education but also
to nurture entrepreneurial mindsets, innovation capacity, and adaptive thinking among students.
These evolving expectations are closely aligned with national and global goals such as youth
employability, sustainable development, and competitive entrepreneurship ecosystems (OECD,
2021).

Entrepreneurship has gained increased importance as a strategic response to growing youth

unemployment and underemployment, especially in emerging economies like India.
Entrepreneurial education and exposure within HEIs play a crucial role in shaping students’
Entrepreneurial Intention (EI)—defined as the conscious and planned decision to start a new
business or enterprise in the future. The concept of entrepreneurial intention is rooted in the
Theory of Planned Behavior (Ajzen, 1991), which posits that intention is the immediate
antecedent of actual behavior. Numerous studies affirm that HEIs positively influence students’
entrepreneurial intentions through structured curriculum, incubation support, and experiential
learning (Fayolle & Liñán, 2022; Aparicio et al., 2021).

However, in today’s volatile and complex business environment, having the intention alone is
not sufficient. Entrepreneurial success increasingly depends on how well individuals can adapt,
pivot, and make decisions under uncertainty. This has led to growing interest in the concepts of
Entrepreneurial Agility (EA) and Learning Agility (LA)—both seen as foundational skills for
thriving in rapidly changing ecosystems. Entrepreneurial Agility refers to the ability to respond
swiftly and strategically to opportunities, risks, and changes in the entrepreneurial environment.
It is marked by proactive problem-solving, dynamic decision-making, and innovative responses
to feedback and failure (Naldi et al., 2022). Closely related is the concept of Learning Agility,
defined as an individual's capacity and willingness to learn from experience and apply those
lessons to new and challenging situations. Learning agility is particularly important in
entrepreneurial settings, where ambiguity, limited resources, and evolving customer needs are
the norm (De Meuse, 2022). Students with high learning agility are more likely to embrace
challenges, learn from failure, and adjust their approaches based on changing contexts—all of
which are essential characteristics for aspiring entrepreneurs.

The synergy between EI, EA, and LA suggests that fostering a truly entrepreneurial graduate
requires more than just imparting theoretical knowledge. Instead, HEIs must aim to develop agile
learners and thinkers who can identify opportunities, adapt to change, and innovate under
pressure. Entrepreneurial agility and learning agility thus act as mediating competencies that
translate intention into action. Institutions that succeed in cultivating these traits are likely to
contribute significantly to entrepreneurial ecosystems and economic development. Despite the
increasing attention on entrepreneurship education, empirical studies examining the interplay
between HEIs, entrepreneurial intention, and the dual constructs of agility—EA and LA—remain
limited, particularly in the Indian context. Moreover, most entrepreneurship models focus
heavily on cognitive or attitudinal variables while overlooking the behavioral competencies
necessary for execution. Addressing this gap, the present study investigates the role of HEIs in
fostering entrepreneurial intention among students while exploring how entrepreneurial agility
and learning agility influence or mediate this relationship.

This research is timely and relevant as it provides insights into how higher education can respond
to current economic and technological challenges by nurturing adaptable, opportunity-driven
graduates. Understanding the connections among these constructs will not only help HEIs
improve their pedagogical and institutional strategies but also support policymakers, educators,
and entrepreneurs in building sustainable entrepreneurial capacity at scale.
 2.1 Background

In the face of rapid technological evolution, economic globalization, and continuous market
disruptions, individuals and institutions must adapt quickly to remain relevant. One of the
emerging competencies at the forefront of personal and professional success is learning agility,
defined as the ability and willingness to learn from experience and apply those lessons to
perform successfully under new or first-time conditions (De Meuse, Dai & Hallenbeck, 2010). In
a world increasingly defined by volatility, uncertainty, complexity, and ambiguity (VUCA),
learning agility equips individuals to respond creatively and effectively to change.

At the same time, entrepreneurship has become a cornerstone of national economic strategy and
social development. The United Nations Sustainable Development Goal 8 (SDG 8)—which
seeks to promote inclusive and sustainable economic growth, productive employment, and
decent work for all—identifies entrepreneurship as a crucial pathway to job creation, innovation,
and youth empowerment (United Nations, 2015). However, for entrepreneurship to thrive,
especially among youth, there must be a conducive environment and the development of
essential cognitive and behavioral traits, one of which may be learning agility.

Within higher education institutions, students are increasingly encouraged to become not only
job seekers but also job creators. Yet, not all students demonstrate a willingness to take
entrepreneurial risks. This has led to a growing body of research examining psychological and
behavioral traits such as entrepreneurial intention, which refers to the conscious state of mind
that precedes action toward starting a business (Krueger, Reilly & Carsrud, 2000). Several
studies have explored factors such as self-efficacy, risk tolerance, innovation orientation, and
now, learning agility as potential predictors of entrepreneurial intention (Zhou & George, 2001;
Manso, 2016).
 [Link] REVIEW

Recent literature highlights the growing significance of learning agility in higher education,
particularly in response to the dynamic demands of the global economy and the disruptions
caused by the COVID-19 pandemic. Learning agility, defined as the ability to learn, unlearn, and
relearn, has become essential for students aiming to thrive in uncertain environments. De Meuse
(2020) emphasized that learning agility is closely linked to leadership potential and career
adaptability. Zhou and Li (2021) found that students with high learning agility adapted more
successfully to online learning during the pandemic, demonstrating stronger resilience and
academic performance. In this context, learning agility encompasses emotional resilience, digital
flexibility, and the proactive application of prior knowledge to new challenges.

Gupta et al., (2022) argued that learning agility positively influences students’ entrepreneurial
mindsets by enhancing their ability to adapt, reflect, and take calculated risks. This is crucial as
today’s entrepreneurs must operate in fast-changing environments. Entrepreneurial intention, as
commonly understood through the Theory of Planned Behavior (TPB), has also evolved. While
attitudes, subjective norms, and perceived behavioral control remain core predictors (Liñán and
Chen, 2009), recent studies by Li, Zhang, and Liu (2021) add dimensions such as innovation
orientation and perceived uncertainty, which are increasingly relevant in the post-pandemic
entrepreneurial landscape.

The connection between learning agility and entrepreneurial intention has gained significant
scholarly attention. Pérez-López, González-López, and Rodríguez-Ariza (2021) found that
students who demonstrate strong learning agility also report higher entrepreneurial intentions,
mainly because agile learners tend to be more open to feedback, self-aware, and proactive in
identifying opportunities. Similarly, Schmutzler, Andonova, and Diaz-Serrano (2020)
highlighted that learning agility supports the development of entrepreneurial self-efficacy—a key
psychological driver of new venture creation.

Institutional support plays a critical role in shaping both learning agility and entrepreneurial
intention. According to Gupta et al. (2022), universities that foster experiential learning,
mentorship programs, and exposure to real-world problems are more likely to produce students
with high entrepreneurial readiness. Dvouletý, Lukeš, and Andera (2021) emphasized that
collaboration between educational institutions and industry enhances students’ practical
knowledge and encourages them to develop entrepreneurial aspirations aligned with sustainable
[Link] transformation in education has also emerged as a catalyst for agility and
innovation. Chakraborty, Sharma, and Rao (2022) noted that mobile apps, gamified learning, and
simulation-based entrepreneurial tools have empowered students to engage in self-directed
learning. These tools not only boost learning agility but also strengthen problem-solving and
decision-making skills, essential for entrepreneurial success. However, they also caution that
unequal access to digital resources remains a challenge in many developing regions, possibly
creating disparities in entrepreneurial opportunities.

Another important dimension is sustainability, which is central to SDG 8 but remains

underrepresented in entrepreneurial thinking. Biberhofer and Rammel (2020) called for a
sustainability-driven approach to entrepreneurship education that not only fosters business
acumen but also instills values of ecological responsibility and social impact. As your study also
noted, students often show limited awareness of how environmental sustainability can influence
or be integrated into business ventures, signaling a need for curricular reforms that link
entrepreneurship with environmental and social governance (ESG) principles.

Mental agility and change agility—subcomponents of learning agility—have also been

identified as key predictors of entrepreneurial behavior. According to Pérez-López et al.
(2021), students who are mentally agile can frame challenges creatively and adapt strategies
under pressure, while those with high change agility embrace risk and uncertainty—essential
traits in startup environments. These insights further support the integration of agile learning
methodologies into higher education, particularly in programs aiming to develop
entrepreneurial competencies.

. What stands out is the study’s practical relevance—offering actionable insights for HR
managers to foster a learning environment that supports experimentation, continuous
development, and knowledge exchange. ByIn conclusion, the literature post-2020 strongly
affirms that learning agility is not just a cognitive skill but a critical capability that underpins
entrepreneurial intention and aligns directly with the objectives of SDG 8. Educational
institutions play a vital role in nurturing this capacity by promoting digital innovation,
experiential learning, sustainability awareness, and real-world engagement. Together, these
elements can help create a generation of future-ready graduates who are capable of driving
inclusive economic growth and [Link] agility and change agility—
subcomponents of learning agility—have also been identified as key predictors of
entrepreneurial behavior. According to Pérez-López et al. (2021), students who are mentally
agile can frame challenges creatively and adapt strategies under pressure, while those with
high change agility embrace risk and uncertainty—essential traits in startup environments.
These insights further support the integration of agile learning methodologies into higher
education, particularly in programs aiming to develop entrepreneurial competencies. Nayak et
al., (2025) explored how organizational learning culture (OLC) influences the development of
employee competencies among Generation Z, with a particular focus on the mediating role of
learning agility. Set within the dynamic Indian IT sector, the research addresses a crucial gap
in academic literature where much of the discourse on employee competencies has been
dominated by consultancy reports rather than empirical investigations. The study’s
methodological rigor, using PLS-SEM on a substantial sample of 381 Gen Z employees
across key Indian IT hubs, lends credibility to its findings. The results not only confirm the
positive impact of OLC on learning agility and competencies but also underscore the
theoretical underpinning of the Resource-Based View, which positions learning agility as a
emphasizing the importance of agility in learning, the study highlights how firms can remain
competitive in a rapidly evolving digital landscape. Overall, this research makes a significant
contribution by connecting organizational culture, individual adaptability, and competency
development in a coherent and impactful framework.

The rapidly evolving and increasingly unpredictable nature of the global business
environment, particularly following the COVID-19 pandemic, has necessitated continuous
learning and skill acquisition among employees. This has brought renewed attention to the
concept of learning agility, which refers to an individual’s ability and willingness to learn
from experience and apply that learning in new and complex situations. Over recent decades,
learning agility has gained prominence, especially among human resource (HR) professionals
and consultants focused on identifying high-potential talent.

Organizations have progressively integrated learning agility into high-potential selection

models and leadership development frameworks. As a result, the construct has become a key
element of the talent management (TM) lexicon. Despite its growing practical relevance, the
academic exploration of learning agility has only recently begun to gain momentum.
A systematic review conducted to examine the state of research on learning agility highlights
significant trends and gaps in the existing literature. The review, conducted using databases
such as Scopus, Web of Science, and PsycInfo, followed the PRISMA (Preferred Reporting
Items for Systematic Reviews and Meta-Analyses) guidelines to ensure methodological rigor.
The initial database search identified 250 studies, of which 52 were further assessed.
Ultimately, only 10 empirical studies (both qualitative and quantitative) met the eligibility
criteria and were included in the final review.(2019)The findings of the review revealed that,
although the concept of learning agility is widely adopted in organizational practices, its
scientific conceptualization and operationalization remain underdeveloped. Definitions of
learning agility vary across studies, and there is limited consensus on how it should be
measured. Moreover, existing studies often lack a consistent theoretical framework, which
hampers the development of validated and reliable measurement tools.(: Milani, Roberta;
Setti, Ilaria; Argentero, Piergiorgio)

As organizations navigate an increasingly volatile, uncertain, complex, and ambiguous

(VUCA) environment, learning agility (LA) has gained prominence as a critical capability
that supports sustained competitiveness and adaptability. Learning agility is broadly
understood as an individual’s ability and willingness to learn from past experiences and apply
those insights in new, often unfamiliar situations. Given the unpredictable nature of the
current business world, unlocking and utilizing the potential of learning agility has become a
strategic imperative for both individuals and organizations.

( Pooja Malik, 2018)In response to the growing importance of this construct, there has been a
rapid expansion of scholarly interest in learning agility across a variety of disciplines,
particularly within human resource management, leadership development, and organizational
behavior. Researchers have increasingly recognized the need for a systematic investigation of
the evolving literature, not only to consolidate existing knowledge but also to provide
structured direction for future academic inquiry.( Lagna Nayak), ( Pooja Malik)Department of
HR-OB, Birla Institute of Management Technology,Greater Noida, India)
 [Link] OF STUDY

The present study adopts a quantitative research methodology, which is well-suited for
measuring the relationship between two or more variables through statistical analysis. This
approach enables the researcher to gather objective, numerical data that can be systematically
analyzed to draw valid conclusions about the influence of Learning Agility (LA) on
Entrepreneurial Intention (EI). The research design is both descriptive and correlational, aiming
to describe current levels of learning agility and entrepreneurial intention among students, and to
examine the extent to which these variables are related.

Data for this study was collected using a structured, self-administered questionnaire, divided into
two main parts. Part A included demographic questions to gather background information such
as age, gender, course of study, academic level, and prior entrepreneurial exposure. Part B
comprised validated measurement scales for the two core constructs. The Learning Agility Scale
was adapted from Gravett and Caldwell (2020), which includes dimensions such as mental
agility, people agility, change agility, and results agility. The Entrepreneurial Intention Scale was
adapted from the well-established instrument developed by Liñán and Chen (2009), which is
grounded in the Theory of Planned Behavior (TPB) and assesses intention through variables like
personal attitude, subjective norm, and perceived behavioral control.

The sampling framework focused on students enrolled in Higher Education Institutions (HEIs)
located in Southern India, specifically from undergraduate and postgraduate programs such as
[Link], BBA, MBA, and BE. The target population was chosen using purposive sampling, with
a sample size of ___ respondents, ensuring representation from diverse academic backgrounds.
Southern India was chosen for this study due to its high concentration of quality HEIs and its
significant contribution to India’s higher education landscape. According to the All India Survey
on Higher Education (AISHE) Report 2023, Southern states like Tamil Nadu, Karnataka, Andhra
Pradesh, and Kerala account for a major share of higher education enrollment and host some of
the country's most reputed universities and professional colleges. These institutions are often at
the forefront of promoting innovation, entrepreneurial thinking, and industry-academia
collaboration, making them an ideal context to study learning agility and its role in shaping
entrepreneurial intention among youth.
The collected data was subjected to appropriate statistical analysis using tools such as SPSS or
Excel, involving reliability testing (Cronbach’s Alpha), descriptive statistics, and correlation
analysis to test the proposed relationships and draw meaningful insights.

4.1 Research Design

• Quantitative, cross-sectional survey.

4.2 Population and Sample

• Target: Higher education students in Mysuru & other locations

• Sampling Method: Stratified random sampling from colleges offering undergraduate and
postgraduate programs.

• Sample Size: 52 students.

4.3 Variables

• Independent Variable: Learning Agility

• Dependent Variable: Entrepreneurial Intention

4.4 Data Collection Instrument

A structured Google Form questionnaire with 3 sections:

• Demographics: Age, gender, course, year of study, family background.

• Learning Agility Scale: Based on the Learning Agility framework.

• Entrepreneurial Intention Scale: Based on TPB (Liñán & Chen, 2009).

4.5 Measurement

• 5-point Likert scale (Strongly Disagree to Strongly Agree)

 [Link] AND DATA COLLECTION

Data for this study was collected using a structured and self-administered Google Form
questionnaire, designed specifically to gather both demographic and psychometric responses.
The questionnaire was divided into three key sections:

Section A covered demographic variables such as age, gender, academic program, year of study,
and family background.

Section B focused on measuring Learning Agility, based on a validated framework

incorporating dimensions such as mental agility, people agility, change agility, and results agility.

Section C assessed Entrepreneurial Intention, using the well-established scale developed by

Liñán and Chen (2009) under the Theory of Planned Behavior (TPB).

A total of 52 students from higher education institutions (HEIs) across Mysuru and nearby
regions participated in the study, selected using stratified random sampling to ensure diversity
across courses and academic levels (undergraduate and postgraduate). The sample included
students from [Link], BBA, MBA, and BE programs.

Observations from the collected data revealed several insightful patterns:

5.1 Gender Distribution: The sample was fairly balanced, with 52.8% male and 47.2% female
respondents.

5.2 Age Group: The majority of participants were aged between 20–23 years, which is typical
for final-year undergraduate and postgraduate students.
5.3 Academic Qualification: Most respondents were pursuing a Master’s in Business
Administration (44.4%), followed by Bachelor’s of Commerce (29.2%), Bachelor’s of
Engineering (18.1%), and others (8.3%).

5.4 Learning Agility Observations

Participants generally showed positive learning agility traits. Most students agreed with
statements such as:
“I know my strengths and weaknesses.”

“I’m motivated to develop new skills.”

“I take feedback as a growth opportunity.”

However, moderate uncertainty was observed in areas like resistance to change and risk-taking
behavior, indicating a cautious approach to dynamic and uncertain situations. Statements related
to strategic thinking, such as “I draw a picture of myself and the results in the future,” received
less enthusiastic responses, identifying a potential growth area in long-term visioning and
planning.

5.5 Entrepreneurial Intention Observations

A large number of students agreed or strongly agreed with entrepreneurial intention items like:

“I will make every effort to operate my own business.”

“I plan to start my own business within 5 years.”
However, some hesitation was evident on short-term entrepreneurial goals (e.g., within 2 years),
suggesting the presence of moderate uncertainty or lack of immediate readiness.
Very few respondents disagreed with entrepreneurial statements, indicating overall positive
orientation toward entrepreneurship.

5.6 External Influences

Students acknowledged the importance of educational and technological support in nurturing
entrepreneurial ambition. However, responses were more ambivalent regarding the influence of
environmental sustainability and broader socio-economic factors, highlighting an area for
curricular and awareness enhancement.
 [Link] AND FINDINGS

6.1 Demographic Insights from the Survey

This document offers a comprehensive demographic analysis of survey participants involved in a
study on learning agility and awareness of Sustainable Development Goal 8 (SDG 8)—which
emphasizes decent work and economic growth.
By examining the composition of the respondent group—including their academic programs, age,
gender, and educational qualifications—this analysis provides essential context for
understanding how these background factors shape their perceptions of employment
opportunities, workplace adaptability, and sustainable economic development.
Notably, the demographic profile reveals:
• A predominance of postgraduate students with strong professional aspirations.
• A young adult age group, primarily in the 20–23 bracket, poised to enter the labor market.
• A relatively balanced gender distribution, highlighting both inclusivity and ongoing gaps in
certain academic streams.
6.2 These insights are particularly valuable for:
• Educators, who can tailor curricula to better match learners' professional readiness.
• Policy makers, who aim to design youth-centric employment schemes and bridge the
education-employment gap.
• Academic institutions, which can use the data to inform reforms in pedagogy, career guidance,
and industry alignment.
Ultimately, the findings support efforts to develop targeted interventions that prepare students
not only for immediate job placement but also for long-term participation in sustainable and
inclusive economic systems—a cornerstone of global development agendas under SDG 8.
6.3 Course Distribution
The respondent group is predominantly composed of Postgraduate (PG) students, with 44.4%
pursuing an MBA or a Master's in Business Administration. This is a strong indicator that many
of the participants have already completed an undergraduate degree and are now seeking
advanced qualifications in management and business strategy. These individuals are likely to
have some professional experience or at least exposure to workplace dynamics, making their
perspectives on employment, adaptability, and economic development particularly valuable.
6.4 The next largest groups include:
• Bachelor of Commerce (22.2%) – Typically focused on finance, economics, and business
operations. Respondents from this background are likely familiar with the principles of economic
growth, entrepreneurship, and sustainable business practices.
• Bachelor of Engineering (18.1%) – Often associated with analytical thinking, innovation, and
practical problem-solving. These students may offer insights into the role of technology and
infrastructure in supporting sustainable development goals (SDGs).
• Other academic streams (8.3%) – This could include arts, science, law, or vocational education.
While smaller in proportion, this diversity brings unique perspectives to the study, highlighting
broader societal views on employment and economic resilience.

6.5 Age Group

Age Profile of Respondents – Detailed Analysis
The survey data shows that nearly all respondents fall within the 20–23 age group, with only a
minor representation from the 24–26 and 27+ brackets. This age distribution provides key
insights into the nature and context of the survey population
* Academic Stage and Educational Status
20–23 years is a common age bracket for:
• Final-year undergraduate students
• Early postgraduate students (first-year Master’s or MBA students)
• The lower representation in higher age brackets (24–26 or 27+) suggests that:
• The participants have recently completed or are still completing their academic programs.
• They may have limited professional experience but are actively preparing to transition into the
workforce.
.Career Transition Phase
These respondents are typically at a critical juncture in their career path:
Exploring job opportunities
Applying for internships or placements
Building employability skills like communication, teamwork, and digital literacy
This demographic is highly relevant to discussions on SDG 8 (Decent Work and Economic
Growth), especially in terms of:
Youth employment
Entrepreneurial ambitions
Skill development programs
. Implications for Policy, Academia, and Industry
Policy Makers: This group can provide valuable insights into the effectiveness of government
programs aimed at youth employment and skills training.
Educational Institutions: Understanding the aspirations and challenges of this age group can help
tailor curricula, counseling services, and placement strategies.
Industry: Companies can use such data to design better recruitment drives, internships, and
campus engagement strategies targeted at fresh graduates and young professionals.
Challenges and Needs of This Age Group
Common themes relevant to this demographic include:
Uncertainty about career paths in a changing economy
Pressure to find meaningful employment soon after graduation
A need for mentorship, internships, and skill-based training
A desire to balance personal growth with job stability

6.6 Gender
The gender breakdown in your data — 52.8% male and 47.2% female — reveals a moderate
gender imbalance in favor of male participants. While the gap may not appear substantial, it is a
meaningful indicator of ongoing gender dynamics in specific academic and career-oriented
domains such as technical (engineering) and business (commerce, MBA) education.
. Sector-Specific Gender Trends
Business and Management Programs: Traditionally dominated by men, MBA programs have
seen increased female enrollment over the past decade. However, leadership tracks, financial
roles, and entrepreneurship electives may still exhibit male dominance.
Engineering and Technology: Gender disparities are more pronounced in engineering fields,
where women often face structural and cultural barriers—including fewer role models, under
representation in STEM faculty, and a lack of inclusive infrastructure.
Commerce and Social Sciences: This stream tends to be more balanced, often showing equal or
even higher female participation, particularly in areas like accounting, HR, and marketing.
. Implications of the Near-Gender Parity
The narrow gap suggests positive trends in gender inclusion in higher education:
Women are increasingly pursuing career-oriented, high-return degrees.
Cultural shifts and policy interventions (scholarships, campaigns, institutional support) are
yielding results.
However, achieving numerical parity doesn’t always mean equality of experience:
Women may still face challenges in classroom dynamics, faculty mentorship, or internship
access.
Implicit biases, gendered expectations, or fewer leadership opportunities may persist.
Opportunities for Intervention and Support Academic Institutions:
Introduce gender awareness training, inclusive curriculum design, and flexible support systems.
Promote women in leadership and STEM empowerment programs.
6.7 Policymakers:
Design targeted outreach programs in rural and underserved areas to encourage girls into
technical streams.
Expand scholarship and support schemes for women pursuing non-traditional careers.
6.8 Private Sector:
Build gender-equitable internship and job pipelines.
Recognize the economic advantage of a diverse and inclusive workforce.
6.9 Educational Qualification
Here's an expanded analysis of the educational qualification data based on your earlier image,
where you mentioned the following distribution:
44.4% Postgraduate (MBA or Master's in Business Administration)
22.2% Bachelor of Commerce ([Link])
18.1% Bachelor of Engineering (B.E)
8.3% Other academic streams
Expanded Analysis: Educational Qualification of Respondents
6.10 Dominance of Postgraduate (MBA) Students – 44.4%
Nearly half the respondents are postgraduate students, primarily enrolled in MBA or related
management programs.
This suggests the sample comprises individuals with advanced academic standing, typically
those:
Preparing for leadership or managerial roles
With prior exposure to internships or work experience
More likely to engage critically with complex themes like sustainability, employment trends, and
economic adaptability (aligned with SDG 8)
These respondents likely have higher awareness and expectations regarding job readiness,
industry dynamics, and career pathways.
2. Undergraduate Representation – Commerce (22.2%) and Engineering (18.1%)Bachelor
of Commerce students (22.2%):
Represent students pursuing finance, accounting, marketing, and business fundamentals.
Likely to be career-focused, especially toward roles in the corporate sector, banking,
entrepreneurship, and analytics.
These respondents often bring a foundational understanding of economic systems, employment
structures, and the private sector's role in sustainable development.
Bachelor of Engineering students (18.1%):
Represent a technical cohort, skilled in problem-solving, innovation, and applied sciences.
This group is especially relevant in discussions around technological advancement, industry
readiness, and digital transformation—all of which intersect with SDG 8 (decent work,
innovation, industrial growth).
They may also be more sensitive to employability challenges and automation risks in the labor
market.
3. Other Academic Streams – 8.3%
This segment includes students from arts, sciences, law, or interdisciplinary fields.
While numerically smaller, this group brings diverse perspectives to the table, especially in terms
of Critical thinking and social awareness
Non-traditional career paths
Social entrepreneurship or public policy interest.
Implications of the Qualification Distribution:
a. Career Readiness and Reflective Capacity
A majority of respondents (MBA + final-year UG) are at a stage where they are:
Actively seeking employment
Engaging with career planning
Reflecting on the future of work and sustainable economic participation
b. Alignment with SDG 8 (Decent Work and Economic Growth)
The composition aligns well with the key focus of SDG 8, as the respondents:
Are preparing to enter or re-enter the workforce
Possess formal education aligned with labor market demands
Educational institutions and policymakers can:
Leverage these insights to tailor skill devCan provide informed insights into employment quality,
inclusiveness, and adaptability.
 [Link] FOR POLICY MAKING:

Based on the findings and analysis of the Learning Agility in entrepreneurial intention , the
following policy recommendations aim to improve their encouraging, and sustaining
learning agility among students, especially in fostering entrepreneurial intention in higher
educational institutions (HEIs). Implementing these policies will help students to operate
under better conditions while ensuring a more inclusive and economic growth.

7.1 Integrate Learning Agility into Curriculum:

Involves embedding the ability to learn from experience, adapt quickly to new situations, and
apply knowledge in diverse contexts as a core educational goal. This can be achieved by
designing courses that emphasize critical thinking, problem-solving, and reflective learning,
rather than just rote memorization. Incorporating experiential learning methods such as case
studies, real-world projects, internships, and simulations allows students to navigate uncertainty
and complexity—key components of learning agility. Encouraging students to reflect on their
experiences through journals or self-assessments helps build self-awareness and adaptability.
Teachers play a vital role in this process by adopting agile teaching strategies, promoting active
participation, and continuously updating course content to match evolving industry and societal
needs. Ultimately, integrating learning agility into the curriculum prepares students to thrive in a
constantly changing world by fostering a mindset of continuous growth, flexibility, and
innovation.

7.2 Strengthen Entrepreneurship Education:

Is essential for developing innovative, resilient, and opportunity-driven individuals who can
contribute to economic growth and job creation. This involves going beyond traditional business
theory to include practical, hands-on learning experiences that nurture entrepreneurial mindsets
and skills. Curricula should integrate real-world case studies, startup simulations, business model
development, and mentorship from successful entrepreneurs. Encouraging creativity, risk-taking,
critical thinking, and problem-solving helps students understand how to identify and seize
opportunities. Collaborative projects and incubation support can further bridge the gap between
classroom learning and actual venture creation. Additionally, fostering an entrepreneurial
ecosystem within educational institutions—through workshops, competitions, and networking
events—can motivate students to explore entrepreneurship as a viable career path.

7.3 Enhance University-Industry Collaboration:

Is a vital strategy for bridging the gap between academic knowledge and real-world application.
By fostering strong partnerships with industries, universities can align their teaching, research,
and innovation efforts with current market needs and technological advancements. Such
collaboration enables students to gain practical exposure through internships, live projects, and
industry-led training programs, making them more employable and industry-ready. It also allows
faculty to stay updated with industry trends and incorporate relevant insights into their
curriculum and research. Moreover, joint research initiatives, knowledge exchange, and co-
development of solutions to real-world challenges foster innovation and drive economic
development. Establishing formal channels like advisory boards, collaborative labs, and
industry-sponsored programs can institutionalize this partnership. Ultimately, strong university-
industry collaboration ensures that education remains relevant, responsive, and impactful in
addressing societal and economic demands.

7.4 Foster a Supportive Entrepreneurial Ecosystem:

Within educational institutions is crucial for nurturing innovation, creativity, and venture
creation among students. This involves creating an environment where aspiring entrepreneurs
have access to the resources, mentorship, and opportunities needed to develop and launch their
ideas. Key components of such an ecosystem include incubation centers, startup funding support,
entrepreneurship clubs, networking events, and access to expert mentors and alumni
entrepreneurs. Institutions should also encourage interdisciplinary collaboration, where students
from different fields can work together to build diverse and innovative solutions. Embedding
entrepreneurial thinking in both curricular and extracurricular activities helps students develop
the mindset, confidence, and skills required to pursue entrepreneurship as a career path.
Furthermore, partnerships with government bodies, industry, and investors can provide
additional support and exposure. A well-developed entrepreneurial ecosystem not only
empowers students to become job creators but also contributes to regional and national economic
development.

.7.5 Align with SDG 8 & Leverage Technology:

In education is essential for promoting inclusive and sustainable economic growth, productive
employment, and decent work for all. Sustainable Development Goal 8 emphasizes the need for
skills that match labor market demands and drive innovation. Educational institutions can
contribute to this goal by equipping students with future-ready skills through technology-enabled
learning and digital literacy initiatives. Integrating tools like online learning platforms, AI-driven
content, virtual labs, and data analytics can personalize education and make it more accessible
and efficient. Technology also enables students to gain exposure to global markets, remote work,
and emerging digital careers. By aligning curricula with the needs of Industry 4.0 and promoting
entrepreneurship, institutions help students become agile, employable, and capable of
contributing to a resilient economy. This alignment ensures that education not only prepares
individuals for meaningful employment but also supports broader goals of economic inclusion,
sustainability, and innovation.
Implementing these policy recommendations will help Students for encouraging, and
learning agility among students, especially in fostering entrepreneurial intention in
highereducational institutions (HEIs). Strengthening business opportunities, improving hygiene
standards, and promoting sustainable practices will not only benefit students but also
enhance the overall learning agility and Entreprenurial intention of Higher education
students. By recognizing their contributions and addressing their challenges, policy
makerscan foster a more inclusive and economic growth.
 PROBLEMS ENCOUNTERED

While conducting the research on Learning Agility and Entrepreneurial Intention among
higher education students, several challenges were encountered at various stages of the
project. Firstly, obtaining sufficient responses from students was a hurdle due to varying
academic schedules, ongoing examinations, and general reluctance to participate in surveys.
Despite efforts to reach a diverse sample, the final sample size remained limited to 52, which
may not fully represent the broader student population. Secondly, some respondents
misunderstood questions despite the structured format, leading to partial or inconsistent
answers that required cleaning during the data analysis phase. Thirdly, the online mode of
data collection (via Google Forms), while efficient, had limitations in controlling the
environment in which responses were given—some students may not have taken the survey
seriously or may have responded without full attention. Additionally, there was a lack of
standardized learning agility measurement tools in the Indian educational context, which
necessitated adaptation of existing scales from international sources. Finally, while
interpreting the findings, limited access to advanced statistical tools and time constraints
restricted deeper multivariate analysis that could have added more rigor to the research.
Despite these limitations, the study successfully established meaningful insights into the
relationship between learning agility and entrepreneurial intention.
 [Link]

• Learning Agility is Crucial for Future-Readiness:

In the rapidly evolving global economy, learning agility has emerged as a critical

competency that extends beyond the traditional acquisition of knowledge. It encompasses

the ability to continuously learn, unlearn outdated concepts, and relearn new strategies

and skills to remain relevant. This adaptability is especially vital in an era characterized

by technological disruption, economic uncertainty, and shifting workforce demands.

Students who possess high levels of learning agility are better prepared to navigate career

transitions, respond to unexpected challenges, and take advantage of emerging

opportunities, making them future-ready in every sense.

• Strong Link to Entrepreneurial Intention

The findings of the study reveal a significant correlation between learning agility and

entrepreneurial intention. Students who are more agile in their learning tend to exhibit a

proactive mindset—they are open to new experiences, willing to take calculated risks,

and more inclined to challenge the status quo. These traits are essential for

entrepreneurship, which demands resilience, continuous adaptation, and innovative

thinking. Learning-agile students are better equipped to identify market gaps, respond

swiftly to change, and create value-driven solutions, positioning them as strong

entrepreneurial prospects.

• Entrepreneurship Drives SDG 8

Entrepreneurial activity is a powerful enabler of Sustainable Development Goal 8 (SDG

8), which emphasizes decent work and economic growth. By fostering entrepreneurial

intentions among youth—especially through the cultivation of learning agility—

 educational institutions can contribute directly to job creation, innovation, and inclusive

economic participation. When students are encouraged to think entrepreneurially, they

not only create opportunities for themselves but also potentially for others, thereby

driving local and national development. This link between personal development and

global goals makes learning agility a key ingredient in achieving long-term sustainability

and inclusivity.

• Antecedents Matter

Understanding the antecedents—or underlying factors—that influence learning agility

and entrepreneurial intention is vital for designing effective educational interventions.

Variables such as mindset, prior exposure to entrepreneurial environments, academic

discipline, and institutional support structures can all impact how students perceive and

develop agility. Recognizing these factors allows educators, policymakers, and

curriculum designers to tailor strategies that enhance these traits among students, rather

than applying a one-size-fits-all approach.

• Implications for Education

The integration of learning agility into higher education curricula has far-reaching
implications. By embedding it into teaching practices, project-based learning, internships,
and interdisciplinary coursework, institutions can foster students’ ability to adapt and
thrive in real-world scenarios. This not only enhances employability but also encourages
entrepreneurial thinking from an early stage. Educational ecosystems that prioritize
agility and innovation will ultimately produce graduates who are not only job-seekers but
also job-creators—aligned with both national development goals and global sustainability
targets.
 [Link]

This research has brought to light the significant role that learning agility plays in shaping
entrepreneurial intention among higher education students. As the global economy becomes
more volatile, uncertain, and innovation-driven, the ability to learn, unlearn, and relearn has
become a vital personal and professional competency. Students with high learning agility
demonstrated stronger entrepreneurial intent, showing a readiness to identify opportunities, adapt
to challenges, and take initiative toward building their own ventures. This insight emphasizes
that learning agility is not just a cognitive skill but a mindset that influences behavior and career
choices.

The study established a clear link between learning agility and a student’s likelihood to pursue
entrepreneurial activities, particularly over the long term. While many students were enthusiastic
about starting a business within five years, there was still some hesitation regarding short-term
execution, reflecting a need for greater confidence and real-world exposure. This gap presents a
valuable opportunity for institutions to design programs that foster real-time entrepreneurial
experience, mentorship, and project-based learning, thereby converting intent into action.

Additionally, the research supports the idea that fostering entrepreneurial intention through
learning agility can directly contribute to the achievement of SDG 8—which promotes inclusive
and sustainable economic growth, employment, and decent work for all. When students are
encouraged to develop an entrepreneurial mindset, they not only enhance their own career
prospects but also contribute to broader economic development by generating employment,
promoting innovation, and driving sustainable business practices.

In light of these findings, educational institutions must invest in embedding learning agility
within their curricula, both formally and informally. This includes redesigning classroom
experiences, promoting critical thinking, enabling reflective learning, and facilitating exposure to
real-world business environments. Ultimately, by nurturing learning agility and entrepreneurial
intention, higher education can produce future-ready graduates who are capable of thriving in
dynamic conditions and contributing meaningfully to society and the economy alike.
 10. REFERENCES

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[Link]
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specific instrument to measure entrepreneurial intentions. Entrepreneurship Theory and
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[Link]
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[Link]
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• · Biberhofer, P., & Rammel, C. (2020). Higher education for sustainable development:
The role of entrepreneurial universities in sustainability transformation. Sustainability,
12(2), 437. [Link]

• · Chakraborty, M., Sharma, M., & Rao, K. S. (2022). Digital learning tools and
entrepreneurial competence in Indian higher education. Journal of Educational
Technology, 19(3), 45–61.

• De Meuse, K. P. (2020). Learning agility: The key to leader potential. Industrial and
Organizational Psychology, 13(2), 145–151. [Link]

• Dvouletý, O., Lukeš, M., & Andera, M. (2021). Entrepreneurship and SDG 8:
Evidence from developing countries. World Development Perspectives, 23, 100361.
[Link]

• Gupta, R., Pandey, A., & Sharma, S. (2022). Learning agility and entrepreneurial
intention among university students. Entrepreneurship Education, 5(1), 21–37.

• Li, Y., Zhang, Z., & Liu, M. (2021). Entrepreneurial intention and pandemic
uncertainty: A comparative study. Frontiers in Psychology, 12, 685086.
[Link]

• Liñán, F., & Chen, Y. W. (2009). Development and cross–cultural application of a

specific instrument to measure entrepreneurial intentions. Entrepreneurship Theory
and Practice, 33(3), 593–617.

• · Pérez-López, R., González-López, M. J., & Rodríguez-Ariza, L. (2021). The role of

learning agility in entrepreneurial intention. International Entrepreneurship and
Management Journal, 17(3), 1005–1026. [Link]

• Milani, Roberta; Setti, Ilaria; Argentero, Piergiorgio

• Ratten, V. (2020). Coronavirus (COVID-19) and entrepreneurship: Cultural, lifestyle

and societal changes. Journal of Entrepreneurship in Emerging Economies, 12(5),
753–764. [Link]
• ( Lagna Nayak), ( Pooja Malik)Department of HR-OB, Birla Institute of Management
Technology,Greater Noida, India)

• Schmutzler, J., Andonova, V., & Diaz-Serrano, L. (2020). How context shapes
entrepreneurial self-efficacy as a driver of entrepreneurial intention: A multilevel
approach. Entrepreneurship Theory and Practice, 44(4), 660–690.