Entrepreneurship Education: A Systematic Review of the Methods in Impact Studies

Lorz, Michael; Mueller, Susan; Voléry, Thierry

doi:10.1142/s0218495813500064

Cited by 117 publications

(127 citation statements)

References 59 publications

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“…Research dedicated toward entrepreneurship education (EE) is receiving growing attention from business and political communities and society as a whole (Pittaway and Cope, 2007;Albornoz, 2008;Rasmussen, 2011;Lorz et al, 2013). Still, the latest reviews (e.g.…”

Section: Introductionmentioning

confidence: 99%

Can role models boost entrepreneurial attitudes?

Fellnhofer

Puumalainen

2017

IJEIM

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This multi-country study used role models to boost perceptions of entrepreneurial feasibility and desirability. The results of a structural equation model based on a sample comprising 426 individuals who were primarily from Austria, Finland and Greece revealed a significant positive influence on perceived entrepreneurial desirability and feasibility. These findings support the argument for embedding entrepreneurial role models in entrepreneurship education courses to promote entrepreneurial activities. This direction is not only relevant for the academic community but also essential for nascent entrepreneurs, policymakers and society at large.

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Section: Introductionmentioning

confidence: 99%

Can role models boost entrepreneurial attitudes?

Fellnhofer

Puumalainen

2017

IJEIM

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“…Next year, the second school-wide course will start with 80 students, but 30 pupils from gymnasium will also participate. Such a model of teaching entrepreneurship is effective and they try to develop it further and this is supported by Lorz et al (2013) stating that participation in such practical entrepreneurship courses where students can develop their specialized ideas can increase the intention to become an entrepreneur and equip wouldbe entrepreneurs with relevant skills.…”

Section: Best Practices Of Entrepreneurship Teaching In University Ofmentioning

confidence: 99%

“…By offering new EE programs, most initiators follow the idea that participating in an entrepreneurship course can increase the intention to become an entrepreneur and equip would-be entrepreneurs with relevant skills. (Lorz et al, 2013) Like Gibb & Hannon (2006) stated, EE is in the focus of policy makers and HEI stakeholders and so in 2016, the Estonian Ministry of Education and Research launched the program "Systematic Development of Entrepreneurship Education (EE) on All Levels of Education in Estonia" financed through European Social Fund. In this program, the entrepreneurship competence framework is also developed.…”

mentioning

confidence: 99%

Development of Entrepreneurship Education in Estonian Universities: Case of University of Tartu

Raudsaar¹,

Kaseorg²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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There are different opinions on how entrepreneurship education (EE) should be organized in a curriculum and how to create interdisciplinarity within different curricula. It depends on several aspects, included what is the aim of entrepreneurship education -is it about entrepreneurship or education for or through entrepreneurship? How should the curriculum be designed to be more effective for teaching entrepreneurship, including different dimensions: environmental factors, personal relations, their network, development of one's entrepreneurial behavior, personality and learning process itself? The purpose of this paper is to provide an overview of contemporary trends how entrepreneurship education is integrated in different university curricula and how different stakeholders are involved into the process. For that purpose first, the authors provided a comprehensive literature review of research in entrepreneurship education in higher education institutions (HEIs). Secondly, they analyzed University of Tartu faculties' curricula to analyze full time programs teaching entrepreneurship. Thirdly, the authors adopted a qualitative research approach, where they conducted semi-structured interviews with programme leaders from all faculties from the University of Tartu in 2016. The main result is that, EE should be more interdisciplinary and integrated in different specialty subjects and the teaching/practice-oriented subjects should be embedded in the curricula; EE should be supported by the ecosystem, teaching methods must change etc. The concept "entrepreneurship education" has been understood in a narrow sense, aiming to give people the knowledge and skills needed to become self-employed and develop a new business in the long term.

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“…The impact of entrepreneurship education has received increasing attention in recent review studies [1][2][3][4][5][6]. Prior reviews have for the most part used a methodological rigour lens examining extant empirical studies on entrepreneurship education impact [2,3,7].…”

Section: Introductionmentioning

confidence: 99%

“…Prior reviews have for the most part used a methodological rigour lens examining extant empirical studies on entrepreneurship education impact [2,3,7]. Consequently, entrepreneurship education researchers are aware of the methodological weaknesses pertinent to the extant literature and have recommendations as to how to overcome them.…”

Section: Introductionmentioning

confidence: 99%

In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education

Kamovich

Foss

2017

Education Research International

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This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the published empirical studies on entrepreneurship education impact in 20 journals over a 15-year period (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015). We found 16 empirical studies that met our inclusion criteria. Our findings revealed that teaching objectives, teaching methods, and teaching content receive scant attention from researchers. This study will be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals. Our analytical framework could contribute to less contradictory findings of entrepreneurship education impact studies. We also identify research limitations and suggest avenues for future research.

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Entrepreneurship Education: A Systematic Review of the Methods in Impact Studies

Cited by 117 publications

References 59 publications

Can role models boost entrepreneurial attitudes?

Can role models boost entrepreneurial attitudes?

Development of Entrepreneurship Education in Estonian Universities: Case of University of Tartu

In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education

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