Policy and entrepreneurship education

Hoppe, Magnus

doi:10.1007/s11187-015-9676-7

Cited by 94 publications

(85 citation statements)

References 33 publications

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“…More and more, universities and other educational institutions try to equip their students with the necessary knowledge and skills for starting a business or acting entrepreneurially in other ways. In the past two decades there has been a dramatic increase in the number of entrepreneurship-related courses in the U.S. and in Europe (European Commission, 2012;Hoppe, 2015;Kuratko, 2005). By offering entrepreneurship courses, training, and extra-curricular support, universities aim at creating a supportive context for entrepreneurship, thereby enhancing students' motivation and capability for starting a business (Walter et al, 2013).…”

Section: The Growing Relevance Of Student Entrepreneursmentioning

confidence: 99%

“…This is surprising because universities have in recent years to a different degree adopted measures to increase the entrepreneurial propensity of their students, thereby creating more or less supportive contexts for starting a business (Eickelpasch & Fritsch, 2005;Hoppe, 2015;Kuratko, 2005;Walter, Parboteeah, & Walter, 2013). Because students typically have no or little industry experience, the university and regional context (Geissler, 2013) and their family background (Aldrich & Cliff, 2003;Laspita, Breugst, Heblich, & Patzelt, 2012) can be assumed to be more important for their entrepreneurial propensity than for people at a later stage of their professional career.…”

Section: Introductionmentioning

confidence: 99%

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What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

2016

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Abstract:Student start-ups are a significant part of overall university entrepreneurship. Yet, we know little about the determinants of this type of start-ups and, specifically, the relevance of context effects. Drawing on organizational and regional context literature, we develop and test a model that aims to explain student entrepreneurship in a contextual perspective. Based on unique micro data and using multi-level techniques, we analyse nascent and new entrepreneurial activities of business and economics students at 41 European universities. Our analysis reveals that individual and contextual determinants influence students' propensity to start a business. While peoples' individual characteristics are most important, the organizational and regional contexts also play a role and have a differentiated effect, depending on the source of the venture idea and the stage of its development. Organisational characteristics, like the prevalence of fellow students who have attended entrepreneurship education, influence whether students take action to start a new firm (nascent entrepreneurship) but do not seem to support the actual establishment of a new firm. In contrast, the latter is less dependent on the university context but more strongly influenced by regional characteristics. Overall, our study contributes to our understanding of the emergence of start-ups in the organizational context of universities and has implications for initiatives and programs that aim at encouraging students to become entrepreneurs.

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Section: The Growing Relevance Of Student Entrepreneursmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

2016

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“…It instead shows many similarities to what in the United Kingdom has been termed “enterprise education,” defined as education aiming to develop competencies necessary to generate and realize ideas (QAA ). The Swedish approach to enterprise education has been presented as a pedagogical shift in mind‐set among teachers in order to make their teaching more entrepreneurial (Dal et al ; Hoppe ; Lindster‐Norberg ). This is in line with recommendations from the United Kingdom, prescribing teachers to go from passive, formal, and detached teaching of abstract content to student‐centered, active, authentic, and experiential learning from a creative process of participation (Gibb ; Kirby ; QAA ).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Impact of Enterprise Education in Three Leading Swedish Compulsory Schools

Lackéus

Sävetun

2019

Journal of Small Business Management

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An impact assessment of enterprise education was conducted by studying a Swedish policy initiative. Eighty‐three students, 10–16 years old, were followed longitudinally for one semester in three schools deemed to be leaders in enterprise education. An innovative research methodology was used based on app‐based experience sampling, interviews, and a novel definition of enterprise education. Entrepreneurial dimensions in the three schools were rare, with few students developing entrepreneurial competencies. Swedish policy pressure for enterprise education has thus had a weak impact. Implications include novel pedagogical recommendations to enterprise educators and a call for more research employing the applied innovative research methodology.

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“…Early courses directed toward entrepreneurship typically followed a traditional structure with much of the content coming from business schools (Hoppe, 2016).…”

Section: Definitionsmentioning

confidence: 99%

“…The field suffers from a lack of definitions (Pittaway, Hannon, Gibb, & Thompson, 2009;Schmitz, Urbano, Dandolini, Souza & Guerrero, 2017), of goal alignment within specific programs (Canziani, Welsh, Hsieh, & Tullar, 2015;Lorz, 2013;Nabi, Liñán, Fayolle, Krueger, & Walmsley, 2016) of an integrating theoretical framework (Canziani, Welsh, Hsieh, & Tullar, 2015;Nabi et al, 2017;Pittaway, et al, 2009;von Graevenitz, 2010), and a mixture of measures of effectiveness (Daunfeldt & Elert, 2013;Hoppe, 2016;Mwasalwiba, 2010;Sirelkhatim, Gangi, & Nisar, 2015). The state of EE from the point of view of a researcher is ripe for development.…”

Section: Chapter I: Introductionmentioning

confidence: 99%

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Noworatzky¹

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The purpose of this study was to study is to understand whether the unique experiential learning programs at two innovative high schools might be highly effective models for increasing the Entrepreneurial Intention and skills of their students. The study was placed in the theoretical framework of the Theory of Planned Behavior based on Ajzen. The literature review focused on Experiential Learning Theory, Constructivist Theory, Kolb's Experiential Learning Theory and an overall look at the state of Entrepreneurial Education. Two research question guided the data collection and analysis: How does IowaBig and BVCAP as community, industry and experiencebased secondary programs impact students' perception of, attitudes towards, and competencies of entrepreneurship, as perceived by administrators, teachers, students, and community-and industrybased partners? What do students, administrators, teachers, and community-and industry-based partners consider to be the value of these activities and learning for students? A multi-case study involving teachers, students and industry partners was used to find answers to these questions. By allowing students to articulate and follow their passions teachers can unlock creativity and put learning in context leading to more highly motivated, successful students. The study found; Authentic, real world projects drive students to practice project management, leadership, collaboration and business processes, all essential skills for entrepreneurs, In an environment where it is safe to fail, students learn to use iterative thinking and problem solving to deal with ambiguous problems and situations, and due to the structure of the programs, the project work, and the leadership experiences students develop a level of confidence surpassing their traditionally taught peers. The findings of this study, along with the identification and analysis of related themes, have the potential to inform public schools contemplating a project-based learning experience.

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Policy and entrepreneurship education

Cited by 94 publications

References 33 publications

What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

What makes student entrepreneurs? On the relevance (and irrelevance) of the university and the regional context for student start-ups

Assessing the Impact of Enterprise Education in Three Leading Swedish Compulsory Schools

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

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