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<p>Entrepreneurial mindset (EM) has become a cornerstone of entrepreneurship research, serving as a differentiating factor between entrepreneurs and non-entrepreneurs. Despite its importance, existing studies remain fragmented, often focusing on students and individual-level models while paying limited attention to organizational and contextual dimensions. This study was conducted to provide a comprehensive review of EM research, clarify what is already known, and identify future directions. To achieve this, we systematically reviewed 436 papers published between 1988 and 2024 in the Scopus database. Using bibliometric methods and thematic map analysis with VOSviewer and R software, we mapped the intellectual and scientific structures of EM research. The TCCM-ADO framework (Theory, Concept, Context, Method–Antecedents, Decisions, Outcomes) was applied to uncover research gaps and propose a structured agenda for future inquiry. Findings reveal five intellectual clusters—engineering education, EM models and measurement, entrepreneurial intention, experiential learning, and EM impacts—and five scientific clusters, including self-efficacy, innovation, faculty-driven promotion, and design thinking. Results show that EM research is concentrated in specific regions and relies heavily on quantitative approaches, underscoring the need for methodological diversity. Importantly, the findings also align with the United Nations Sustainable Development Goals (SDGs): embedding EM into curricula supports SDG 4 (Quality Education), fostering entrepreneurial activity advances SDG 8 (Decent Work and Economic Growth), and linking EM to innovation and design thinking contributes to SDG 9 (Industry, Innovation, and Infrastructure). Moreover, inclusive pedagogy and resilience align with SDG 10 (Reduced Inequalities) and SDG 11 (Sustainable Communities), underscoring EM’s role in promoting sustainable, inclusive growth at regional and global levels. Key gaps and future directions include expanding analysis from individuals to teams and organizations, broadening EM dimensions such as resilience and adaptability, diversifying geographic scope to underexplored regions (e.g., MENA, factor-driven economies), adopting experimental and neuroscience methods, and examining EM evolution across novice, experienced, and corporate entrepreneurs. By addressing these gaps, this study provides a roadmap for advancing EM scholarship and offers practical implications for educators, policymakers, and practitioners.</p>

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A 25-year research on entrepreneurial mindset: a bibliometric analysis and future research directions

  • 期刊论文

  • 发表日期：

    2026年6月25日

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  • Roya Molaei,
  • Jahanghir Yadolahi Farsi,
  • Mohammad Reza Zali,
  • Seyed Mostafa Razavi,
  • Parivash Jafari

摘要

Entrepreneurial mindset (EM) has become a cornerstone of entrepreneurship research, serving as a differentiating factor between entrepreneurs and non-entrepreneurs. Despite its importance, existing studies remain fragmented, often focusing on students and individual-level models while paying limited attention to organizational and contextual dimensions. This study was conducted to provide a comprehensive review of EM research, clarify what is already known, and identify future directions. To achieve this, we systematically reviewed 436 papers published between 1988 and 2024 in the Scopus database. Using bibliometric methods and thematic map analysis with VOSviewer and R software, we mapped the intellectual and scientific structures of EM research. The TCCM-ADO framework (Theory, Concept, Context, Method–Antecedents, Decisions, Outcomes) was applied to uncover research gaps and propose a structured agenda for future inquiry. Findings reveal five intellectual clusters—engineering education, EM models and measurement, entrepreneurial intention, experiential learning, and EM impacts—and five scientific clusters, including self-efficacy, innovation, faculty-driven promotion, and design thinking. Results show that EM research is concentrated in specific regions and relies heavily on quantitative approaches, underscoring the need for methodological diversity. Importantly, the findings also align with the United Nations Sustainable Development Goals (SDGs): embedding EM into curricula supports SDG 4 (Quality Education), fostering entrepreneurial activity advances SDG 8 (Decent Work and Economic Growth), and linking EM to innovation and design thinking contributes to SDG 9 (Industry, Innovation, and Infrastructure). Moreover, inclusive pedagogy and resilience align with SDG 10 (Reduced Inequalities) and SDG 11 (Sustainable Communities), underscoring EM’s role in promoting sustainable, inclusive growth at regional and global levels. Key gaps and future directions include expanding analysis from individuals to teams and organizations, broadening EM dimensions such as resilience and adaptability, diversifying geographic scope to underexplored regions (e.g., MENA, factor-driven economies), adopting experimental and neuroscience methods, and examining EM evolution across novice, experienced, and corporate entrepreneurs. By addressing these gaps, this study provides a roadmap for advancing EM scholarship and offers practical implications for educators, policymakers, and practitioners.