Measuring and Understanding the Effects of Entrepreneurial Awareness Education

Fretschner, Michael; Weber, Susanne

doi:10.1111/jsbm.12019

Cited by 185 publications

(166 citation statements)

References 61 publications

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“…For instance, a bundle of studies did not report on the time period for the intervention [25,29,30]. Yet, others define a course that may last between three days or twenty-four hours of class in total [1] to one semester [31]. Similarly, articles with a program specified as an intervention face a similar trend.…”

Section: Descriptive Analysismentioning

confidence: 99%

“…With regard to methodological approaches, the absolute majority of the studies are quantitative ( = 12). There are only four notable exceptions with one qualitative article [25], and three others which employ a mixed method approach [28,31,32]. Among all the studies, questionnaire is the most common instrument for data collection, while researchers also used interviews as a data collection method [25].…”

Section: Descriptive Analysismentioning

confidence: 99%

“…Others take a step forward and divide their objectives into two parts: encourage students to consider an entrepreneurial career and provide entrepreneurial skills and knowledge of the business planning process [29]. For example, Fretschner and Weber [31] take a composite approach to stating objectives. The authors aim at changing individuals' belief systems that that will ultimately drive their attitude toward entrepreneurship, make students aware of self-employment as a viable occupation in the future, and have an effect on an individual's personal attitude toward entrepreneurship.…”

Section: Objectives Of the Interventionsmentioning

confidence: 99%

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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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Section: Descriptive Analysismentioning

confidence: 99%

Section: Descriptive Analysismentioning

confidence: 99%

Section: Objectives Of the Interventionsmentioning

confidence: 99%

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

Kamovich

Foss

2017

Education Research International

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“…Several studies discovered that EE can have a positive impact on entrepreneurial attitudes by increasing the perceived attractiveness of entrepreneurship (e.g., Dickson, 2004;Krueger, 2007;Cheung, 2008;Petridou and Glaveli, 2008;Von Graevenitz et al, 2010). Further, researchers have shown that attitudes influence behaviours and behaviours influence attitudes (Brännback et al, 2007;Fretschner and Weber, 2013). This effect of attitude regarding entrepreneurship may vary regionally (Kautonen et al, 2013) or be influenced by culture (Liñán and Chen, 2009).…”

Section: Eight Impact Variables As Indicators For An Adequate Educatimentioning

confidence: 99%

“…While EE is recognised as a vital element for the whole economy among stakeholders (Schumpeter, 1934;Shane and Venkataraman, 2000), rising entrepreneurial awareness can act as a cornerstone in this development (e.g., Aviram, 2010;Fretschner and Weber, 2013;Levie et al, 2014). In particular, policy-makers consider EE a crucial basis for future economic development and growth [European Commission (EC), 2013a].…”

Section: Introductionmentioning

confidence: 99%

A framework for a teaching toolkit in entrepreneurship education

Fellnhofer

2017

IJCEELL

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Despite mounting interest in entrepreneurship education (EE), innovative approaches such as multimedia, web-based toolkits including entrepreneurial storytelling have been largely ignored in the EE discipline. Therefore, this conceptual contribution introduces eight propositions as a fruitful basis for assessing a 'learning-through-real-multimedia-entrepreneurialnarratives' pedagogical approach. These recommendations prepare the grounds for a future, empirical investigation of this currently under-researched topic, which could be essential for multiple domains including academic, business and society.

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