Globalization and the evolution of the knowledge-based economy have caused dramatic changes in the character and functions of higher education in many countries worldwide. Entrepreneurship is particularly important in the globalizing and knowledge-based world economy (Mei et al., 2020; Mok and Lee, 2003; Thornton et al., 2011; Davey et al., 2011).
In the last 30-year period, it is seen that governments have begun to integrate entrepreneurship into education as much as possible. This is because integration is thought to benefit economic growth primarily. As a result, it provides different employment. Another critical point is that with the integration of entrepreneurship into the university, universities also impose a separate responsibility and elimination inequality among individuals (Bechard and Gregoire, 2005; Lackéus, 2015; Charney and Libecap, 2000).
Although governments think that entrepreneurship education will increase the entrepreneurship tendency in societies and they are doing practices related to this; according to Sanchez-Oliver et al. (2019), the number of higher education graduate students who have received entrepreneurship education is increasing, but academic studies on entrepreneurship perceptions and intentions of young people, and cross-country and intercultural differences in the literature are limited (Sanchez-Oliver et al., 2019; Hofstede et al., 2004).
The increase in the number of unemployed graduates in the world has in turn increased the importance of entrepreneurship and innovation. As a result of this, it has become more critical to gain entrepreneurship skills of university students in the education sector.
There are not many articles about sports entrepreneurship in the literature. The reason for this is that in many countries, sports entrepreneurship is not given much importance. On the other hand, it is also known that sports entrepreneurship will move the sports industry forward, although limited research considers student experience (Jones and Jones, 2014).
According to 2019 data, 1.37 million people were employed in the field of sport in the EU-27, with more men (54%) employed than women. This ratio is at the same level as observed in total employment. 35% of the employed people are between the ages of 15-29, 62.6% are between the ages of 30-64, and 2.8% are over the age of 65. In 2019, the number of people employed in the field of sports increased at a higher rate than the total employment. If we compare the employment in the years 2014-2019, while 6% of the total employment in the EU in 2014 was in the field of sports, this rate increased to 7% in 2019. The country with the highest employment in the sports sector is Iceland (2.0% in 2014 and 2.1% in 2019. Sweden follows it with 1.5% in 2014, 1.6% in 2019, and then Finland (2014 1.3%, 2019 1.3%). The ratio of those employed in the sports sector to total employment in Turkey was 0.3% in 2014 and 0.4% in 2019. With these results, Turkey ranks third from the bottom. Turkey ranks sixth among 27 countries with 97.4 thousand people (Eurostat, 2019).
This research aims to positively change the perceptions of entrepreneurship by having students studying in sports management departments in higher education institutions do an entrepreneurship practice together with a social responsibility project in the applied entrepreneurship course.
In addition, students' opinions about the initiative to be made by the students as an application in the research will be taken, and it will be researched how doing an entrepreneurship practice together in the course about entrepreneurship changes their perspectives on entrepreneurship.

The aim of the applied entrepreneurship course is to have students who take the first-semester entrepreneurship course and who have knowledge about entrepreneurship have an entrepreneurship practice. At the beginning of the applied entrepreneurship course, students will be asked a questionnaire with 21 questions, including demographic information and three open-ended questions. As an application of the course, students will be asked to carry out a social responsibility project (SRP). The researcher created the content of this social responsibility project for the Applied Entrepreneurship course she is giving. The contents of the SRP are as follows; In Turkey, it is prohibited by law for students to make money in activities to be carried out at universities. For this reason, it is not possible to establish a business where students will earn money in the Applied Entrepreneurship course. Instead, a social responsibility project will be organized with the students. In this project, topics such as what the needs will be, how these needs will be met, and how to find sponsorship from whom will be created by the students under the supervision of the lecturer. Likewise, all needs of SRP will be met by the students taking the course. University students in the university stadium will organize a one-day activity to raise awareness of the importance of sports and make physical activity for approximately 200 students studying in a primary school affiliated with the Ministry of National Education. In this activity, stations will be created for primary school students, where sports activities will be performed in the form of 10 different competitions suitable for their age groups and development. For this organization, transportation of primary school students to the stadium, the equipment used during the event, the food and beverage supply to be given to the students during the day, and the medal and certificate given to each student at the end of the day for their participation and outstanding achievements will be provided by the sponsors obtained from the sponsorship meetings held by the students taking the course in groups. The aim here is to enable students to experience and develop the skills that an entrepreneur should have, which are explained in the entrepreneurship course. The questionnaire and open-ended questions to be answered twice at the beginning and end of the course will determine how the application changes the students' perspective on entrepreneurship.

The research took place in the 2nd semester of the 2023 academic year. It was observed that the perspectives of the students who took the Applied Entrepreneurship course changed at the end of the semester. In addition, it is another result that more students have the necessary self-confidence, knowledge and skills to become sports entrepreneurs. When a student graduates from the university, he/she graduates equipped with all kinds of information about the courses he/she has taken academically. However, he does not know what to do about implementing it. Entrepreneurship courses being taught also equip students with knowledge but do not make them feel confident in doing this job. Although this course was not counted because it could not be practiced during the pandemic period, it was given for two semesters of practice. The number of students taking this course varies between 30 and 50 annually. It is known that three students from this group, who returned to the lecturer with the skills and self-confidence they gained in the applied entrepreneurship course, are entrepreneurs and innovative in the sports sector. The course instructor guides students' business ideas with different projects to find support on various platforms. Because at the end of the applied entrepreneurship course, students are much more motivated and more confident in themselves. For this reason, the data obtained at the end of the Applied Entrepreneurship course is very valuable in that it is the first pioneer in implementing entrepreneurship courses in universities together with an application. It is thought that this study will give a different perspective on the fact that the entrepreneurship course given in universities all over the world and in Turkey is also an application part of an Applied Entrepreneurship Lesson.

Bechard, J.P., and Gregoire, D., (2005), “Entrepreneurship Education Research Revisited: The Case of Higher Education”, Academy of Management Learning and Education, Vol.4, No.1, pp. 22-43. Charney, A. and Libecap, G.D., (2000), “Impact of Entrepreneurship Education: An Evaluation of the Berger Entrepreneurship Program at the University of Arizona, 1985-1999”, Insights: A Kauffman Research Series Kauffman Center for Entrepreneurial Leadership, Kansas City, MO. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1262343 (01.07.2021) Davey, T., Plewa, C. and Struwig, M., (2011), “Entrepreneurship Perceptions and Career Intentions of International Students”, Education + Training, Vol. 53 No. 5, pp. 335-352. Eurostat, (2019), “Employment in sport”, Employment in sport - Statistics Explained (europa.eu) (01.07.2021). Hofstede, G., Noorderhaven, N., Thurik, A.R., Uhlaner, L.M., Wennekers, A.R.M. and Wildeman, R.E. (2004), “Culture’s role in entrepreneurship: self-employment out of dissatisfaction”, in Brown, T.E. and Ulijn, J.M. (Eds), Innovation, Entrepreneurship and Culture, Edward Elgar, Cheltenham, pp. 162-203, Doi: https://doi.org/10.4337/9781845420550.00014 Jones, P. and Jones, A., (2014), “Attitudes of Sports Development and Sports Management undergraduate students towards entrepreneurship A university perspective towards best practice”, Education + Training, Vol. 56, No.8/9, pp. 716-732, doi: 10.1108/ET-06-2014-0060. Lackeus, M., (2015), “Entrepreneurship in Education What, Why, When, How Entrepreneurship 360 Background Paper”, OECD- European Commission. Mei, H., Lee, C.H. and Xiang, Y., (2020), “Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education” Education Sciences, Vol.10 No. 257 pp.1-18, doi: 10.3390/educsci10090257 . Mok, J.K.; Lee, M.H., (2003), “Globalization or Glocalization? Higher Education Reforms in Singapore” Asia Pacific Journal of Education, Vol. 23, No. 1 pp. 15-42. https://doi.org/10.1080/0218879030230103 Sanchez-Oliver, A.J., Galvez-Ruiz, P., Grimaldi-Puyana, M., Fernandez-Gavira,J. and Garcia-Fernandez, J., (2019), “New ways of sports entrepreneurship in the university”, Journal of Entrepreneurship and Public Policy, Vol. 8 No. 1, pp. 5-21, doi: 10.1108/JEPP-07-2019-110. Thornton, P., Ribeiro-Soriano, D. and Urbano, D., (2011), “Socio-Cultural Factors and Entrepreneurial Activity: An Overview”, International Small Business Journal, Vol. 29 No. 2, pp. 105-118.