A systematic review on the learning outcomes in entrepreneurship education within higher education settings

2021 ◽  
pp. 1-18
Author(s):  
Hannah Y. H. Wong ◽  
Cecilia K. Y. Chans
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Learning Outcomes ◽  
Entrepreneurship Education

Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education

2016 ◽  
Vol 31 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Tõnis Mets ◽  
Inna Kozlinska ◽  
Mervi Raudsaar
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Wide Spectrum ◽  
Entrepreneurship Education ◽  
Affective Outcomes ◽  
Entrepreneurial Skills ◽  
Competence Framework ◽  
Education Courses ◽  
Academic Debate

The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF) – the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of educational objectives. A survey of self-assessed entrepreneurial competences acquired in entrepreneurship education courses was carried out in five Estonian higher education institutions (HEIs). An exploratory factor analysis based on the sample of 249 respondents confirmed the empirical viability of the ECF for evaluating the outcomes of EE, while also indicating a wide spectrum of these outcomes. Knowledge about entrepreneurship, entrepreneurial skills and a range of affective outcomes was perceived to be stronger by those students who had higher aspirations to become entrepreneurs before entering the HEIs.

scholarly journals Examining Student Learning Outcomes and Engagement in Engineering Entrepreneurship Education Programs

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Julie Libarkin
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Student Learning ◽  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Student Learning Outcomes ◽  
Time Constraints ◽  
Education Programs ◽  
Career Needs ◽  
Problem Solve

The professional context for the future engineer ischanging. Engineering graduates can no longer expecta career with a single employer and they must beprepared to meet the needs of diverse organizations.Companies are looking for engineers who can identifyunmet needs, problem solve under time constraints,and adapt to technological change. In response tochanging career needs, higher education institutionsare reforming how they train engineers. Most recently,this reform has led to the incorporation ofentrepreneurship into engineering undergraduatecurriculum. As more programs rush to launchengineering entrepreneurship programs, it is criticalthat we better understand the outcomes ofentrepreneurship education and how programs engagediverse student populations. In our poster, we presentour two projects assessing learning outcomes ofengineering entrepreneurship programs andexamining student participation.

scholarly journals The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda

2017 ◽  
Vol 16 (2) ◽  
pp. 277-299 ◽  
Author(s):  
Ghulam Nabi ◽  
Francisco Liñán ◽  
Alain Fayolle ◽  
Norris Krueger ◽  
Andreas Walmsley
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Research Agenda ◽  
Entrepreneurship Education ◽  
The Impact

Fostering an entrepreneurial mindset: A typology for aligning instructional strategies with three dominant entrepreneurial mindset conceptualizations

2022 ◽  
pp. 095042222110382
Author(s):  
Inge B Larsen
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Conceptual Knowledge ◽  
Entrepreneurship Education ◽  
Simultaneous Existence ◽  
Large Heterogeneity ◽  
Theory Generation ◽  
Future Theory

Entrepreneurship education in higher education institutions (HEIs) increasingly aims at fostering an entrepreneurial mindset (EM) in students. However, large heterogeneity exists in conceptualizations of EM. This is a challenge for educators as it is difficult to develop instructional strategies to foster students’ EM when there is no clarity about what this mindset is. The purpose of the article is to address this challenge. It does so by analysing and synthesizing current literature in the field of entrepreneurship education in HEIs and develops a taxonomy that depicts three dominant conceptualizations of EM, their theoretical origins and the type of attributes typically associated with each conceptualization. The article goes beyond the integrative literature review by reflecting on the consequences for the design of entrepreneurship education of the simultaneous existence of these three dominant conceptualizations. The author develops a typology for aligning instructional strategies with the EM conceptualizations and thus contributes to practice by providing a better understanding of how to achieve coherence between learning outcomes and instructional choices. The article advances the field’s conceptual knowledge about EM and thereby facilitates future theory generation.

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

Sign in / Sign up

Export Citation Format

Share Document