The Role of Experiential Learning in Developing an Entrepreneurial Mindset Among Engineering Graduates

Experiential learning has become a cornerstone in developing an entrepreneurial mindset among engineering graduates, bridging the gap between theoretical knowledge and practical application. This paper explores the impact of experiential learning on the development of an entrepreneurial mindset among engineering graduates. As the demands of the 21st-century economy increasingly require engineers to be not only technically proficient but also innovative, adaptable, and entrepreneurial, traditional education models have proven insufficient. Through a comparative analysis of established experiential learning frameworks, such as Aggies Invent, traditional Work-Integrated Learning (WIL), and Entrepreneurial WIL. This study identifies common elements, key differences, and critical gaps in current practices. Using qualitative content and framework analysis, the research synthesises data from academic literature, institutional case studies, and stakeholder feedback to assess the effectiveness of these models in fostering entrepreneurial competencies. The findings reveal a need for more integrated, scalable, and inclusive approaches to experiential entrepreneurship education. In response, the paper proposes a Unified Experiential Entrepreneurship Framework (UEEF), designed to scaffold entrepreneurial learning across academic years, embed mindset-focused assessments, and build stronger industry and community partnerships. This framework aims to prepare engineering students not only for employment but for leadership in innovation, social impact, and venture creation.