Academic research has shown that Entrepreneurship Education (EE) increases Entrepreneurial Intention (EI). However, this does not happen uniformly in all contexts, as specific contexts may require different EE action. In this paper the authors investigate the context-specific questions in two separate categories of students. If context is important, we should see different outcomes from similar EE classes provided to different student groups. The authors' results suggest that there is a contextual difference. The results indicate that EE modified to suit a particular target group could address the issue of subjective norms separately for business students and science and engineering students. Their principal results show that EE is generally effective for business students and science and engineering students. However, the EI of science and engineering students is actually negatively affected by subjective norms, whereas that effect is not apparent among the business student sample. The authors suggest that future research is needed on effective didactic approaches in EE for science and engineering students.

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We examine the relation between the quality, quantity, completeness, and timeliness of the information loan managers obtain from small and medium-sized enterprises (SMEs) and the amount of short-term credit provided to them by looking at 828 loan-manager-SME relationships in Italy. The result suggests that a reduction in information asymmetry is associated with a greater amount of credit. Moreover, the reduction in information asymmetry has a relevant economic impact on the amount of short-term credit obtained: the amount of credit provided increases by 12% when asymmetry reduces by one notch. Our results are robust to alternative specifications and to endogeneity.