Corporate Entrepreneurship Training Evaluation

2009 ◽  
Vol 23 (3) ◽  
pp. 163-174 ◽  
Author(s):  
Janice Byrne ◽  
Alain Fayolle

This paper looks at corporate entrepreneurship (CE) training and proposes some insights for its evaluation. The literature review begins by outlining what corporate entrepreneurship entails and the rationale for a firm adopting a more entrepreneurial posture. Subsequently, organizational devices for encouraging corporate entrepreneurship are explored, with a particular focus on the practice of training. Assessing the effect of training programmes leads to the question of how the programmes, especially CE programmes, can be effectively evaluated. An evaluative framework for CE training initiatives is proposed. The paper draws on evaluation principles from three fields of literature – training, adult education and entrepreneurship education. This study focuses on the ‘changes in learners’ that occur as a result of training. The evaluation insights gained from these three fields are coupled with an individualized measure of entrepreneurial orientation to present a schematic of effective CE training evaluation.

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Abbas Abdelkarim

This paper rests on a survey among students of Arab Open University (AOU) that covered 6,369 students from all branches (in eight countries) and across all four colleges. It endeavours to raise a case for introducing entrepreneurship education in AOU. The Survey results show a surprisingly high level of entrepreneurial intention among the students, and the overwhelming majority of them are demanding introduction of entrepreneurship education. The Paper uses results of the Survey to present how the students of AOU desire their entrepreneurship education and entrepreneurship training programmes to be organised, and to identify the target groups of each of the two programmes. Based on these results and on selected literature review of the concepts of entrepreneurship, entrepreneurship education and entrepreneurship training, an outline of entrepreneurship curricula and of teaching and training methods are suggested. Both curricula and methods advanced could be of relevance beyond the specific case of AOU.


2017 ◽  
Vol 31 (1) ◽  
pp. 11-12 ◽  
Author(s):  
Diego Matricano ◽  
Piero Formica

This special issue of Industry and Higher Education focuses on the increasingly important topic of how the effectiveness of entrepreneurship education can be appropriately measured. Despite extensive research on entrepreneurship education and training programmes, relatively few studies have concentrated on the consequences of such programmes – for example, on assessing their actual impact on the commitment of aspiring entrepreneurs. Against this background, the guest editors present four contributions, each addressing key issues relating to the evaluation and measurement of entrepreneurship education. These contributions, it is hoped, will open new directions for researchers and will provide programme designers and policymakers with valuable strategic information.


2013 ◽  
Vol 21 (02) ◽  
pp. 123-151 ◽  
Author(s):  
MICHAEL LORZ ◽  
SUSAN MUELLER ◽  
THIERRY VOLERY

The majority of studies that analyze the impact of entrepreneurship education on entrepreneurial attitudes, intentions, and venture activities report positive influences. However, several scholars have recently cast doubts about research methods and the generalizability of entrepreneurship education impact studies. In this study, we conducted a systematic literature review of the methods used in entrepreneurship education impact studies. Our results uncover significant methodological deficiencies and question the overwhelmingly positive impact of entrepreneurship education. Based on this evidence, we propose a series of recommendations to improve the reliability and validity of entrepreneurship education impact studies and we outline promising topics which are currently under-researched.


2020 ◽  
pp. 101-123
Author(s):  
Debora Daddi ◽  
Vanna Boffo ◽  
Debahash Buragohain ◽  
Tobi Iyaomolere

The development of entrepreneurial competences among graduates is considered an important resource in many countries, not only because through these competences graduates can better contribute to the economic well-being of their communities by creating enterprises but also because through them, they can better direct their career development in any sector. The most successful entrepreneurship education programmes combine the development of technical and transversal skills using specific methodologies. In this paper, we evaluate in a comparative way the extent to which university-based entrepreneurship education programmes in Italy, India and Nigeria use methods that develop participants' ability to move from ideation to the implementation of something new. The literature review shows some differences between the programmes and methods developed in the three countries but also some shared strategies in adopting lines of development aimed at increasing students' entrepreneurial skills.


2016 ◽  
Vol 31 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Diego Matricano

Despite efforts by European national governments to implement dedicated entrepreneurship training activities and enhance start-up expectations, as established by the Lisbon Strategy (2000), the results achieved have not always been satisfactory. A particularly noteworthy case occurred in Italy in 2008, when there were very few newly created ventures and a larger number of failed or abandoned ones. The effectiveness of entrepreneurship training programmes therefore requires in-depth investigation. Statistical processing (based on data derived from the Global Entrepreneurship Monitor and using logistic regression models) shows that the potential impact of entrepreneurship training programmes, whether formal or informal, on Italian recipients varies according to gender and age. Thus, Italian policymakers should try to govern and manage the supply of these programmes not as a homogenous whole, but by matching specific programmes with specific targets. Only if policymakers are able to approach entrepreneurship training in this way can its effectiveness really be enhanced.


2016 ◽  
Vol 31 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Jay Mitra

This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicative framework for obtaining insights into the setting of multiple objectives, varied content and a range of pedagogies with which to achieve critical learning outcomes for a set of postgraduate programmes on entrepreneurship in a university context. We distinguish between entrepreneurship education and training but recognize the importance of incorporating both in a curriculum designed to offer a higher education platform for mindset change, critical thinking, problem-solving and individual development capabilities and entrepreneurial value creation in different environments.


Author(s):  
Donald F. Kuratko ◽  
Jeffrey G. Covin

The theoretical and empirical knowledge on corporate entrepreneurship (ce) has evolved in the research domain over the last 50 years, beginning very slowly and growing in importance in that time. Because of this evolution and expansion in CE research, the theoretical and empirical knowledge about CE and the entrepreneurial behavior on which it is based has progressed to a point where a greater understanding of the concept can be presented. Many of the elements essential to constructing a theoretically grounded understanding of the domains of CE have been identified. An examination of the field reveals that there are three research domains that have developed over the years: corporate venturing (either internal or external), strategic entrepreneurship, and entrepreneurial orientation. In examining the evolution of CE research across five decades, the focus of CE research has varied over the years. The very early research published in the 1970s focused more on how teams could establish entrepreneurial activities inside established organizations; however, this early research was sparse because CE was not widely acknowledged nor sought in existing organizations. The 1980s saw some research into entrepreneurial behavior inside established organizations that explained how such activity could simply not exist in the structure and operations of existing corporations. Opposed to that thinking, many more researchers demonstrated that the idea of corporate entrepreneurial activity could be conceived as a process of organizational renewal. In the 1990s, researchers began to develop more comprehensive examinations of CE that focused on re-energizing companies and therefore increasing its abilities to develop innovations. The first and second decades of the 21st century witnessed a more sophisticated refinement of research topics in CE. In addition to research specific to the development of the three main domains of CE (corporate venturing, entrepreneurial orientation, and strategic entrepreneurship), there has been research on more specific areas of interest in CE including the implementation of CE, management levels, the individual corporate entrepreneur, models and metrics of CE, a deeper examination of internal corporate ventures, the international domain, firm size, family firms, ethics, and corporate venture capital. These areas illustrate the developmental expansion of interest in CE across different domains. Even with the continued expansion in the research on CE, there is so much that is still not understood nor researched well enough to fully advance the theoretical and empirical knowledge on CE. With the growing climate of disruption through external antecedents such as COVID-19, the entrepreneurial behavior of individuals within organizations becomes paramount and warrants a deeper understanding. Newer research questions on CE are emerging and further theoretical exploration should be the work of ongoing scholarly efforts.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nasra Ahmed Mohamed ◽  
Ali Yassin Sheikh Ali

PurposeThe purpose of the study is to further understanding of entrepreneurship education, highlighting current trends and directions for further research.Design/methodology/approachThis paper used systematic literature review of published articles to collect, evaluate, and interpret entrepreneurship education literature from selected databases between 2009 and 2019. The study reviewed 90 articles from the entrepreneurship education literature. There are several different topics that have been analyzed; with the most researched topic being analyzed was focusing on entrepreneurship education development.FindingsEntrepreneurship education programs have become an increasingly important focus of attention in recent years. This paper deeply investigates the literature on entrepreneurship education to help entrepreneurship education decision makers to develop better solutions.Research limitations/implicationsIt must be noted that this study has some limitations, which suggest avenues for further research. In reviewing the articles, the study used only four databases and only considered papers published between 2009 and 2019. Other studies may include more databases and a longer time frame.Originality/valueRegarding the theories most used in the reviewed articles, TPB and social learning theory (SLT) were most used in relation to entrepreneurship education. This shows that researchers were focusing on the influence of entrepreneurship education in relation to the entrepreneurial intention, behavior and attitude of the individuals.


2004 ◽  
Vol 2004 (104) ◽  
pp. 7-16 ◽  
Author(s):  
Michelle Glowacki-Dudka ◽  
Lora B. Helvie-Mason

2018 ◽  
Vol 1 (1) ◽  
pp. 61-89 ◽  
Author(s):  
Joe Fox ◽  
Luke Pittaway ◽  
Ikenna Uzuegbunam

Entrepreneurship education continues to grow and develop worldwide. This article seeks to expand knowledge and understanding of educational practice in entrepreneurship by focusing on serious games, specifically computer simulations which model entrepreneurship. This paper begins by reviewing the entrepreneurship education literature to consider the role of simulations, explores the nature of serious games, and assesses the role of such games in simulating entrepreneurial learning. This research uses systematic literature review techniques to collect data on serious games, analyzes these games and provides five detailed case studies on the games. The paper concludes with a discussion of what serious games currently simulate in entrepreneurial learning, and directions for future research.


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