scholarly journals The Effect of Youth Entrepreneurship Education Programs: Two Large-Scale Experimental Studies

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095697
Author(s):  
Gayoung Kim ◽  
Dohyeon Kim ◽  
Woo Jin Lee ◽  
Sunyoung Joung
Keyword(s):  
Large Scale ◽  
Experimental Studies ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Social Problem Solving ◽  
Entrepreneurial Intentions ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Matched Comparison ◽  
The Impact

Recent years have witnessed the worldwide growth of entrepreneurship education (EE) as entrepreneurship is regarded as the key driver of innovation and economic growth. Most extant studies on EE have focused on its impact on entrepreneurial intentions. However, the application of the same EE measurements for both adults and adolescents has long been criticized; the indices developed for potential adult entrepreneurs may not be suitable for young entrepreneurs, considering the large time gap before they enter the workforce. This study aims to develop appropriate indicators for the assessment of youth EE in Korea and to examine the effectiveness of youth EE. Two large-scale quasi-experimental studies were conducted with pre- and posttest matched-comparison groups for verification. This study suggests six common variables for measuring the impact of youth EE: opportunity discovery, opportunity exploitation, entrepreneurship, creativity capacity, social problem solving, and entrepreneurial intention. The analyses showed that all these indicators positively influenced youth EE. We also proposed practical suggestions for the development of EE programs.

scholarly journals The Differential Impact of the Experiential- Entrepreneurial Learning Method on the Entrepreneurial Intentions of Higher Education Students

2021 ◽  
Vol 20 (9) ◽  
pp. 236-254
Author(s):  
Yasin Mohammed Ali ◽  
Reda Darge Negasi
Keyword(s):  
Higher Education ◽  
Teaching Method ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Learning Method ◽  
Differential Impact ◽  
Entrepreneurial Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

This study has comparatively examined the differential impact of the experiential-entrepreneurial learning method on the entrepreneurial intentions of students against the traditional entrepreneurial-teaching method of the course in Entrepreneurship and Small Business Management in Wollo University, Ethiopia. The research design appropriated was a quasi-experimental non-equivalent comparison-group design. The data for the study were drawn from 202 prospective graduating students. An entrepreneurial-intentional questionnaire (EIQ) was used to collect the data. To test the impact of course intervention, ANCOVA and SEM_path analysis were employed. As the findings indicated, a significant mean difference in the entrepreneurial intention and its antecedents were obtained between the experiential-entrepreneurial method and the traditional entrepreneurial-teaching method group of the study participants. The relationships of variables included in the theory of planned behavior (TPB) have been affected by the two teaching-learning methods univocally. The findings have practical implications and recommendations for the teaching-learning processes of entrepreneurship in higher education.

scholarly journals The Impact of the Family Background on Students’ Entrepreneurial Intentions: An Empirical Analysis

2020 ◽  
Vol 12 (11) ◽  
pp. 4775 ◽  
Author(s):  
Maria-Ana Georgescu ◽  
Emilia Herman
Keyword(s):  
Family Background ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Employment Choice ◽  
The Family ◽  
Main Factors ◽  
The Impact ◽  
The Relationship ◽  
Real Challenge

In the current economic and social environment, a real challenge for youth is the acquisition and development of the relevant skills in entrepreneurship in order to consider entrepreneurship as a desirable employment choice. Given this aspect, the purpose of this paper is to investigate the main factors influencing students’ entrepreneurial intentions, paying particular attention to their entrepreneurial family background. Additionally, the paper aims to explore the effect of entrepreneurial family background on the relationship between effectiveness of entrepreneurship education and entrepreneurial intention. We conducted a study where results were based on the outcomes of a survey among Romanian high school and university students in the final year (N = 617). Our four main hypotheses were tested through independent samples t-tests, correlation analysis, and hierarchical multiple regression analysis. The findings highlighted that the students with an entrepreneurial family background reported a higher entrepreneurial intention than those without such a background. The variables that positively influenced the entrepreneurial intentions of the students were entrepreneurial family background, effectiveness of entrepreneurship education, and entrepreneurial personality traits. Furthermore, this entrepreneurial family background negatively moderated the relationship between effectiveness of entrepreneurship education and entrepreneurial intention. For this reason, emphasis should be placed on both formal and informal entrepreneurial education, which will increase the propensity of young people to choose an entrepreneurial career.

scholarly journals The Impact of Entrepreneurship Education on Entrepreneurial Intention. A Quasi-Experimental Research Design

2020 ◽  
Vol 12 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Gentjan Cera ◽  
◽  
Ahmad Mlouk ◽  
Edmond Cera ◽  
Arjan Shumeli ◽  
...  
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Quasi Experimental ◽  
The Impact

Teaching Pedagogies of Entrepreneurship Education and Entrepreneurial Intention of Students of Higher Education in Nigeria: An Evaluation

2019 ◽  
Vol 5 (02) ◽  
Author(s):  
Ranjana Gujrati ◽  
Lawan A. Lawan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
North West ◽  
North East ◽  
The Impact ◽  
Teaching Pedagogies

Entrepreneurship education was introduced in Nigerian higher education institutions as a compulsory course for students regardless of area of specialization in 2006/2007 academic session. This paper investigates the impact of selected teaching pedagogies (Normal lecture, Case study, Meeting entrepreneurs, Expert lecture, Incubation facility, Business plan development, Industry tour, Group discussion, Entrepreneurial stories, and Live project) used in delivering these courses on student’s entrepreneurial intention. Data were collected during scheduled lecture period with the aid of questionnaire on 405 students of universities, colleges of education and polytechnics in the three regions of Northern Nigeria (The North-East, North-Central, and North-West). Proportionate stratified random sampling technique was applied to select the participants. Descriptive along with inferential statistics were used for the analysis. Ordinal logistic regression was used to estimate the impact of each of these courses on students’ entrepreneurial intention. Findings indicate that four out of the ten teaching pedagogies namely; Normal lecture, Case study, Expert lecture, and Incubation facility lead a positive and significant impact on students’ entrepreneurial intentions. Therefore, higher education institutions in Nigeria need to set specific entrepreneurship education goals and come up with an effective blend of both conventional and innovative teaching pedagogies, through which students’ mental and practical capabilities can be improved towards successful entrepreneurship. The study also recommends that the teaching pedagogies applied in entrepreneurship education area must be in alignment with the career interests of the students and with the objectives for which the course is offered.

Does entrepreneurship education influence entrepreneurial intention among students in HEI’s?

2020 ◽  
Vol 13 (1) ◽  
pp. 55-72
Author(s):  
Zahoor Ahmad Paray ◽  
Sumit Kumar
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Start Up ◽  
New Business ◽  
The Impact

Purpose Considering entrepreneurship education (EE) theory as a base, this paper aims to examine the impact of EE upon building entrepreneurial intentions. In addition, it investigates the impact of student’s age, gender and degree or course background in developing students entrepreneurial intentions. Design/methodology/approach A sample of 309 student respondents from higher education institution (HEI’s) was used to understand the relationship and its impact over intention building. Regression and ANOVA technique was used to understand the cause and effect as well as mean differences between the construct. Findings The results signify a positive impact of EE for stimulating the start-up intention in these interdisciplinary students of HEIs. These results resemble the existing studies in this endeavour. Findings also verify that individual intention to start a new business in terms of the theory of planned behaviour (attitude, perceived behavioural control and social norms), student background (gender and degree specialization) are positively related to individual intention to start a new business. Research limitations/implications The results confirm previous studies in this field and highlight the need for EE in HEI. The paper highlights the vitality for EE for India’s start-up growth. Originality/value This study adds to the paucity of research on EE and its impact on entrepreneurial intentions in higher education institutions in India.

Do entrepreneurial education programs impact the antecedents of entrepreneurial intention?

2017 ◽  
Vol 11 (03) ◽  
pp. 373-392 ◽  
Author(s):  
Matteo Pedrini ◽  
Valentina Langella ◽  
Mario Molteni
Keyword(s):  
Theory Of Planned Behaviour ◽  
Graduate Program ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Education Programs ◽  
Ongoing Debate ◽  
Content Type ◽  
Perceived Change ◽  
Quasi Experimental ◽  
The Impact

Purpose Since the number of Entrepreneur Education Programs (EEPs) is constantly increasing, there is an ongoing debate on their effectiveness on entrepreneurial intention, but mixed results were found. This paper aims to analyse the impact of an EEP on the antecedents of the entrepreneurial intention in Ghana. Design/methodology/approach Following the theory of planned behaviour, we analysed the impact of the EEP on 30 participants of the “E4impact MBA” managed in Accra (Ghana), using an explanatory approach with a mixed-method quasi-experimental design featuring pre and post-testing as well as methods for measuring students’ self-perceived change. Findings Results show that EEPs strongly and positively affect some physiological characteristics, skills, and knowledge of participants, which are antecedents of entrepreneurial intentions. Originality/value The study offers a perspective of EEPs programs in a fast-expanding market, covering the lack of studies on entrepreneurship in these areas, and it is focus on a post-graduate program covering the lacks of studies on these level of education.

scholarly journals ASSESSING THE UNIVERSITY STUDENTS’ ENTREPRENEURIAL INTENTION: ENTREPRENEURIAL EDUCATION AND CREATIVITY

2019 ◽  
Vol 7 (1) ◽  
pp. 505-514 ◽  
Author(s):  
Ari Saptono ◽  
Dedi Purwana ◽  
Agus Wibowo ◽  
Setyo Ferry Wibowo ◽  
Saparuddin Mukhtar ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Quantitative Research ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Second Phase ◽  
Entrepreneurial Education ◽  
Two Phase ◽  
The University ◽  
The Impact

Purpose of the study: This study examines the impact of creativity and entrepreneurship education on student entrepreneurial intentions at Jakarta State University. Methodology: This study, we applied quantitative research which conducting in two-phase First, we perform exploratory factor analysis test, and the second phase, we confirmatory factor analysis using AMOS version 18. Main Findings: This study carried out the findings that there is an impact on creativity on entrepreneurial education, lectures on individual creativity, entrepreneurial education on entrepreneurial intention, and creativity supported in the university on individual creativity. Furthermore, creativity supported not impact on entrepreneurial intention, and individual creativity has not to impact on entrepreneurial intention. Applications of this study: This research can be used by university leaders to increase students’ intention to become entrepreneurs through optimizing entrepreneurship education and creativity support from universities. Novelty/Originality of this study: In this study, we found that there was an influence of lecturer on creativity on entrepreneurship education. Previous researchers have never revealed this finding. Our research also found the impact of individual creativity on the intention of entrepreneurship. This finding has not been revealed in some previous studies.

A Balanced Strategy for Entrepreneurship Education: Engaging Students by Using Multiple Course Modes in a Business Curriculum

2021 ◽  
pp. 105256292110179
Author(s):  
Christian Schultz
Keyword(s):  
Entrepreneurship Education ◽  
Business Plan ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Activity ◽  
Demand Model ◽  
Higher Education Curriculum ◽  
The Impact ◽  
Lean Startup ◽  
Pedagogical Methods

Entrepreneurship education has become a regular part of the higher education curriculum worldwide. However, the distinct impacts of different pedagogical methods remain unclear. I develop six hypotheses and test them on a sample of participants in a business plan course and a lean startup camp. While any entrepreneurship course participation contributes to the students’ entrepreneurial intentions, students gain very different learning outcomes depending on the courses’ types. The impact of the business plan course (a hybrid supply–demand model course) lies mainly in its ability to increase the interest in general entrepreneurial activity of students with initially low entrepreneurial intention. The lean startup camp (a competence model course) attracts participants who are already highly motivated and is effective in fostering the initiation of startup projects. As parts of a balanced strategy within an entrepreneurial university, both pedagogical methods can contribute substantially to different objectives of entrepreneurship education.

scholarly journals Entrepreneurship education as an arena for career reflection: the shift of students' career preferences after a business planning course

2020 ◽  
Vol 62 (7/8) ◽  
pp. 877-896
Author(s):  
Kjersti Kjos Longva ◽  
Øivind Strand ◽  
Mark Pasquine
Keyword(s):  
Conjoint Analysis ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Small Sample ◽  
Entrepreneurial Intentions ◽  
Business Planning ◽  
Content Type ◽  
The Impact ◽  
Career Preferences

PurposeThe purpose of this paper is to examine the impact of entrepreneurship education (EE) in the form of a business planning course on students' career intentions and preferences. While there is extensive research in which traditional survey scales have been applied to study students' entrepreneurial intentions, this study takes a novel approach by extending the construct of entrepreneurial intention to include preferences for intrapreneurship and team entrepreneurship. Furthermore, the use of conjoint analysis captures students' unconscious decision-making processes when presented with different career opportunity scenarios, thereby overcoming many of the limitations of self-reported survey measures.Design/methodology/approachThe study uses a quasi-experimental design with a novel application of conjoint analysis in EE research. A two-part survey combining a traditional questionnaire with conjoint analysis was distributed to students enrolled in a business planning course at two campuses of a Norwegian university, resulting in 99 matched pre- and post-test responses.FindingsTwo main findings arise from the study. First, there is a significant decrease in entrepreneurial intention among students in the EE course. Second, the conjoint analysis contributes to a better understanding of this decrease by illustrating how students shift their career preferences from entrepreneurship to employment during the EE course. This suggests that EE provides a space for students' career reflections where they can explore, commit to and reconsider entrepreneurship as a career.Research limitations/implicationsA limitation of the study is that it focuses on a small sample of undergraduate students from two campus locations in Norway. Thus, further investigation is still necessary to establish whether the findings are valid in other contexts. The research has implications for higher educational institutions, policymakers and researchers in the field of EE.Practical implicationsThe study contributes with a novel perspective on EE as a trigger for career reflection, a perspective that is important for educators teaching EE courses, as well as for higher education institutions who decide to implement EE in study programmes.Originality/valueBy focusing on the development of students' career preferences through conjoint analysis, the study expands knowledge on the impact of EE on students' careers, while also accentuating the value of the application of conjoint analysis in research on EE.

scholarly journals Entrepreneurship education pedagogy: teacher-student-centred paradox

2018 ◽  
Vol 60 (2) ◽  
pp. 168-184 ◽  
Author(s):  
Annafatmawaty B.T. Ismail ◽  
Sukanlaya Sawang ◽  
Roxanne Zolin
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Implementation Intention ◽  
Entrepreneurial Intention ◽  
Content Type ◽  
Teacher Student ◽  
Quasi Experimental ◽  
The Impact

Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.

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