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.

In this research article, we systematically review literature on entrepreneurial affect and emotions in entrepreneurship education (EE) impact studies. In view of the increasing usage of entrepreneurial affect in the EE literature and the multiplicity of its facets, the main aim of this article is to create a definitional framework of affect. Based on the criteria of scientific standard and relevance for EE, we critically select 46 literature sources published from 1984 to 2017 and conduct a citation analysis of their impact. We then systemize and classify these sources using co-citation analyses as well as conduct a critical review of content similarities. As a result, we identify five main groups of the literature sources: (a) Affect in entrepreneurship research, (b) Affect in EE impact research, (c) Affect-cognition relationship, (d) Affect-conation relationship, and (e) Conceptual contributions. Our critical review of the literature sources further leads to the creation of the definitional framework of affect. The framework facilitates deeper understanding of affect and advocates terminological precision. It may, therefore, serve other EE researchers in conducting impact studies. In this vein, we formulate propositions for further research by combining the affect infusion model with the theory of planned behavior.

This study examines the relationship among experiential entrepreneurship pedagogy, entrepreneurial competencies and employment status of business graduates in two European countries. A proposed model relies on the adapted Bloom's taxonomy, human capital theory, and experiential learning theory. The model examines knowledge, skills, and attitudes as competencies, and relates them to the two forms of employment status: nascent intrapreneurship and early-stage entrepreneurial activity. These interrelationships are tested closely considering a dominant pedagogical approach to teaching entrepreneurshiptraditional or experiential. The study is based on a cross-sectional survey of 454 graduates from Bachelor-level business programmes delivered at eight higher education institutions (four in each country); and on 16 semi-structured interviews with entrepreneurship educators, who taught the surveyed graduates. The findings highlight that experiential pedagogy can be indeed more effective for developing all three entrepreneurial competencies, while traditional pedagogy might still be suitable for theoretical knowledge about entrepreneurship. Furthermore, experiential pedagogy moderates the relationship between different competencies and the employment status of graduates. This contingency on the pedagogy type is crucial implying a combination of traditional and experiential teaching methods to balance the effects of entrepreneurship education. RÉSUMÉ Cette etude examine la relation entre la p edagogie exp erientielle de l'entrepreneuriat, les comp etences entrepreneuriales et le statut d'emploi des diplôm es en commerce dans deux pays europ eens. Le mod ele propos e repose sur la taxonomie adapt ee de Bloom, la th eorie du capital humain et la th eorie de l'apprentissage exp erientiel. Le mod ele examine les connaissances, les aptitudes et les attitudes en tant que comp etences, et les relie aux deux formes de statut d'emploi: l'intrapreneuriat naissant et ARTICLE HISTORY