Bounded Rationality and the Supply Side of Entrepreneurship: Evaluating Technology Entrepreneurship Education for Economic Impact

Rideout, Elaine C.

doi:10.2139/ssrn.2027023

Cited by 5 publications

(4 citation statements)

References 256 publications

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“…Drawing upon Blenker et al (2006), Braun (2011), Bridge et al (2010), EC (2012a), Kirby (2006), OECD (2009, OFEM (2008) and Martinez et al (2010), the assertion is that employability, intrapreneurship and entrepreneurship and the real-life outcomes of EE are inter-linked with education -attitude, knowledge and skills -to form an integrated framework. The research of Rideout (2011) revealed that EE produces measurable outcomes only through mediating mechanisms, such as personal characteristics, networks, selfefficacy and so on. Put another way, learning outcomes condition the achievement of the socioeconomic outcomes.…”

Section: Holistic Framework Of Ee Outcomes and Discussionmentioning

confidence: 99%

Fundamental View of the Outcomes of Entrepreneurship Education

Kozlinska

2012

SSRN Journal

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Section: Holistic Framework Of Ee Outcomes and Discussionmentioning

confidence: 99%

Fundamental View of the Outcomes of Entrepreneurship Education

Kozlinska

2012

SSRN Journal

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“…Problems emphasized include: (1) a dependence on samples of individuals who self‐select into entrepreneurship programs, thus who have a predisposition toward it; (2) a lack of use of control groups; and (3) the need for more longitudinal studies. In a recent review of major studies in the field conducted over the past 15 years, Rideout () determined that although progress has been made, the scholarship related to the assessment of entrepreneurship programs continues to be in an early stage of development and the field has a long way to go before it can confidently respond to the questions of whether entrepreneurship education works and how it works. She concluded that, “In truth, entrepreneurship education appears to be one of those phenomena where action and intervention have raced far ahead of theory, pedagogy and research needed to justify and explain it” (p. 86).…”

Section: Review Of the Literaturementioning

confidence: 99%

Assessing the Impact of Entrepreneurship Education Programs: Challenges and Approaches

Duval‐Couetil¹

2013

Journal of Small Business Management

252

161

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Entrepreneurship education programs are increasingly being established and expanded in an effort to equip students with the knowledge and competency necessary to create economic value and jobs. An underlying assumption of these programs is that they create positive outcomes for students; however, the extent and nature of these outcomes have not been well explored in the literature. The purpose of this paper is to provide an overview of contemporary trends in educational evaluation and the challenges specifically associated with the assessment of entrepreneurship education programs. It proposes practical considerations for faculty and administrators involved in developing assessment initiatives for entrepreneurship education programs, including, the importance of reaching consensus on learning outcomes, the use of a stakeholder-driven approach for setting assessment priorities, and the need to allocate resources to assessment initiatives so they can be sustained long term. It also highlights the value of involving faculty in the program evaluation process and the need to create incentives and opportunities for more assessment-related research and scholarship within the field.

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“…Presbitero (2015) reported that a proactive personality is characterised by a stable inclination to plan and act in such a way that one's current and future state are improved. According to Rideout (2012), a proactive individual is selfmotivated, diligent, and quick to act. As stated by Yang et al (2011), proactive people are aware of opportunities and take advantage of them.…”

Section: Self Confidencementioning

confidence: 99%

“…A proactive person likes to create a network of contacts and so boost his or her social capital (or a pool of allies and acquaintances that can provide resources). Rideout (2012) considered that proactivity is a personality attribute that can be influenced by education and incentives. The proactive attribute leads to proactive conduct, which is important in entrepreneurship because entrepreneurs must not only recognise but also identify opportunities.…”

Section: Self Confidencementioning

confidence: 99%

Exploring the Impact of Digital Entrepreneurship Education Among Graduates in Bangladesh

AL-MAMUN,

Olowolayemo,

Wani

et al. 2022

JISDT

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Unemployment, especially among graduates, is a big issue not only in individual countries but also globally. Digital entrepreneurship is proposed as a way to mitigate, if not completely remove, the hardships of unemployment for both individuals and governments. It has been demonstrated that becoming an entrepreneur is a conscious decision that necessitates a great deal of thought and planning. The current study incorporates cognitive and behavioural school of thought principles to develop a model that connects digital entrepreneurship education to graduate entrepreneurial intention. The attribute approach appears to imply that entrepreneurship is a privilege associated with certain characteristics, and digital entrepreneurship education will assist in the development of entrepreneurs. In light of the above findings, the current study examined the impact of digital entrepreneurship education on entrepreneurship among Bangladeshi graduates using the Theory of Planned Behaviour (TPB). The proposed framework illustrates that entrepreneurship education is a conscious strategy and that there is a link between digital entrepreneurship education and entrepreneurship intention, which is mediated by personal attitude (PA),subjective norm (SN), perceived behavioural control (PBC), and entrepreneurial decision (ED). This study employs a quantitative approach to address a methodological gap in the literature, which usually evaluates simply entrepreneurship intention instead of the actual process of entrepreneurship. Data were collected from several university students representing several study disciplines in Bangladesh and structural equation modelling was used to test the hypothesized model and structural relationships. The empirical findings and recommendations show that graduates' entrepreneurial intentions have a positive impact on their attitudes, subjective norms, perceived behavioural control, and entrepreneurial intentions, and that this information can assist policymakers, government officials, entrepreneurship experts, and lecturers decide to include digital entrepreneurship courses in higher education institutions.

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Bounded Rationality and the Supply Side of Entrepreneurship: Evaluating Technology Entrepreneurship Education for Economic Impact

Cited by 5 publications

References 256 publications

Fundamental View of the Outcomes of Entrepreneurship Education

Fundamental View of the Outcomes of Entrepreneurship Education

Assessing the Impact of Entrepreneurship Education Programs: Challenges and Approaches

Exploring the Impact of Digital Entrepreneurship Education Among Graduates in Bangladesh

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