Evaluating the learning environment of a cross-institutional postgraduate programme in entrepreneurship

Apostolopoulos, Nikolaos; Kakouris, Alexandros; Liargovas, Panagiotis; Dermatis, Zacharias; Komninos, Dimitrios

doi:10.1007/s41959-018-0007-6

Cited by 19 publications

(16 citation statements)

References 34 publications

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“…To answer this question, for example, Ntayi et al (2014) inquisition into the problem of low-level entrepreneurial capital [skill] in Uganda, reported that institutional framing, plays a significant and positive role. Arguing from a European context, Apostolopoulos et al (2018); and Hunter and Lean's (2018) also claimed that institutional factors contribute significantly to learning. However, a cursory critique of their papers shows a degree of variation in the conceptualization of institutional factors.…”

Section: Discussionmentioning

confidence: 99%

“…While Ntayi et al (2014) perspective on institutional setting borders on rules, laws, constitution, conventions, etc. Apostolopoulos et al (2018) conceptualized institutional settings to include wider variables such as communication, the relationships amongst the stakeholders, social activities, and social influences being induced by culture.…”

Section: Discussionmentioning

confidence: 99%

“…entrepreneurial skills) can be acquired through education (Unger et al 2011). To what extent entrepreneurship education stimulates entrepreneurial skills is a question that has further extended the argument for or against the legitimacy of entrepreneurship education (Apostolopoulos et al 2018;Kuratko 2005; H€ agg and Gabrielsson 2019). Without undermining, at the least, the perceived importance of entrepreneurship education in this regards (Kariv, Cisneros, and Ibanescu 2019), this concern suggests that continuous empirical inquiries (Jones et al 2017) should be carried out to determine how best entrepreneurship education programs should be designed and delivered to effectively stimulate desired outcome (Fayolle, Gailly, and Lassas-Clerc 2006a).…”

Section: Introductionmentioning

confidence: 99%

“…Without undermining, at the least, the perceived importance of entrepreneurship education in this regards (Kariv, Cisneros, and Ibanescu 2019), this concern suggests that continuous empirical inquiries (Jones et al 2017) should be carried out to determine how best entrepreneurship education programs should be designed and delivered to effectively stimulate desired outcome (Fayolle, Gailly, and Lassas-Clerc 2006a). As further suggested, the evaluation of entrepreneurship programs requires dynamic assessment models that take cognizance of variations in content, teaching methods, and institutional setting (Apostolopoulos et al 2018). In this regard, methodology or model assessing an entrepreneurship program should consider the elements of entrepreneurship education within a given context.…”

Section: Introductionmentioning

confidence: 99%

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Model for stimulating entrepreneurial skills through entrepreneurship education in an African context

Olutuase

Brijlal

Yan

2020

Journal of Small Business & Entrepreneurship

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The need to stimulate entrepreneurial skills in graduates as a strategy for tackling graduate unemployment has spurred the introduction of entrepreneurship education programs. The effectiveness of such entrepreneurship education programs from an African context is the focus of this paper. A modified model for evaluating the effectiveness of entrepreneurship education was derived from Fayolle, Gaily, and Lassa-Clerc; and was tested via structural equation modeling. Data were collected from randomly selected 750 participants who had undergone at least one compulsory entrepreneurship module at the university level. It was found that entrepreneurship education which is not well aligned with contextual peculiarities may not optimally yield the desired outcome. This paper, therefore, underscores the need for a thoroughly contextualized curriculum that encapsulates national, local, and very importantly, institutional factors. RÉSUMÉLa n ecessit e de stimuler les comp etences entrepreneuriales parmi les diplôm es, en tant que strat egie pour aborder le chômage des diplôm es, a stimul e l'introduction de programmes de formation a l'entrepreneuriat. Cet article se concentre sur l'efficacit e de tels programmes dans un contexte africain. Un mod ele modifi e d' evaluation de l'efficacit e de l' education a l'entrepreneuriat a et e d eriv e des travaux de Fayolle, Gaily et Lassa-Clerc; et a et e test e par mod elisation d' equation structurelle. Les donn ees ont et e collect ees aupr es de 750 participants s electionn es au hasard qui avaient suivi au moins un module obligatoire sur l'entrepreneuriat au niveau universitaire. L' etude montre que la formation a l'entrepreneuriat qui n'est pas bien adapt ee aux particularit es contextuelles peut ne pas compl etement donner le r esultat escompt e. Par cons equent, cet article souligne la n ecessit e d'un programme d' etudes contextualis e qui englobe les facteurs nationaux, locaux et, non moins importants, institutionnels.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Model for stimulating entrepreneurial skills through entrepreneurship education in an African context

Olutuase

Brijlal

Yan

2020

Journal of Small Business & Entrepreneurship

View full text Add to dashboard Cite

show abstract

“…Without doubt, an entrepreneurial university and its activities can increase students' entrepreneurial intention (Palalić et al, 2017), and thereby society can benefit. This is also why the learning environment of entrepreneurship programmes has to be assessed with specific tools (Apostolopoulos et al, 2018b). This is especially true for enterprise and entrepreneurship education, which is designed to enable the entrepreneurs of the future.…”

Section: Discussionmentioning

confidence: 99%