Learning Outcomes Of Entrepreneurship Education Research Articles

Variety of entrepreneurial skills measured in the entrepreneurship education literature

PurposeHaving a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students’ entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature.Design/methodology/approachWe reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions.FindingsWe synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students’ general skill level.Originality/valueOur framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students’ entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.

The effectiveness of case method in developing intrapreneurship among business students

Intrapreneurship skill has considered as the alternative learning outcomes of entrepreneurship education. However, entrepreneurship teachers need a complex learning program to develop intrapreneurship among business students. At the same time, The Ministry of Education and Culture of The Republic of Indonesia recommends university teachers implement case methods to deliver complex learning environments and build critical skills among students. Therefore, this study aims to i) examine the effect of micro small medium enterprise (MSME) cases on the intrapreneurship of business students, ii) investigate the influence of MSME cases on flow experience in entrepreneurship education and iii) investigate the effect of flow experience during entrepreneurship education on intrapreneurship skill. We used field experiments on entrepreneurship and digital business student in business development courses. The result indicates that the case method effectively developed student intrapreneurship skill and flow experience during the course positively impacting student intrapreneurship skill.

A Systematic Literature Review of the Impact of Extracurricular Entrepreneurship Education

This paper presents the findings from a systematic literature review (SLR) which explores the impact of extracurricular entrepreneurship education (EC) within Higher Education Institutions (HEIs). It identifies (i) examples and influences of EC in HEIs, (ii) their impact, (iii) causal relationships between EC and entrepreneurial outcomes and (iv) further research needed. It shows that EC in HE appears in many forms and generally has a positive effect on the entrepreneurial mindset (EM); entrepreneurial intention (EI); entrepreneurial action (EA) and entrepreneurial competences. This SLR (i) informs entrepreneurship educators of previous practice of EC and its impact on EM, EI and EA enabling them to develop and sustain EC for positive outcomes and (ii) stimulates policy makers to promote entrepreneurship as an essential catalyst for wealth creation. Further research identified: (i) the need for longitudinal studies to clarify more precisely the causal relationships between: (a) EC and EM development, EI and EA and (b) intended and actual learning outcomes of entrepreneurship education and the development of entrepreneurial competences; (ii) the progression between EI and EA; (iii) the impact of specific forms of EC and (iv) the need to research the impact of EC and gender on EM, EI, and EA.

The impact of entrepreneurial course instructors' abilities on students' learning outcomes and the mediating role of students' self-efficacy: A case study of schools in China

This study aims to examine the impact of entrepreneurial course instructors' abilities on students' learning outcomes and the mediating role of students' self-efficacy in China. A survey was conducted among 395 university students in China with 358 valid responses to investigate the relationship between entrepreneurial course instructors' abilities and students' learning outcomes. The statistical results reveal a significant relationship between entrepreneurial course instructors' abilities and students' learning outcomes. Students' acquisition of entrepreneurship-related knowledge and abilities can be improved through entrepreneurship education. Students' perception of the quality of teachers in entrepreneurship education highlights the need for institutions to address the quality of instructors to better support students' learning in entrepreneurship education. The findings suggest that investing in the development and training of entrepreneurship course instructors can have a positive impact on students' learning outcomes in entrepreneurship education. This study contributes to the existing literature by highlighting the significance of entrepreneurial course instructors' abilities and students' self-efficacy in shaping learning outcomes in entrepreneurship education particularly in the context of China.

A Framework for Developing and Assessing the Global Entrepreneurial Mindset

Assessment UpdateVolume 35, Issue 3 p. 1-15 Article A Framework for Developing and Assessing the Global Entrepreneurial Mindset James Berneking, James BernekingSearch for more papers by this authorSamantha Dewalt, Samantha DewaltSearch for more papers by this author James Berneking, James BernekingSearch for more papers by this authorSamantha Dewalt, Samantha DewaltSearch for more papers by this author First published: 29 May 2023 https://doi.org/10.1002/au.30344Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Baron, R. A. 2008. “The Role of Affect in the Entrepreneurial Process.” Academy of Management Review, 33(2), 328– 340. doi:10.5465/amr.2008.31193166 Bloom, B. S., M. D. Engelhart, E. J. Furst, W. H. Hill, and R. Krathwohl. 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals. London: Longmans, Green and Co Ltd. Retrieved from https://bit.ly/3FJk8QW. Dinh, A., Oberrauch L., and S. Dewalt. 2022. “What's in a Mindset? Exploring the Entrepreneurial Mindset.” Journal of Entrepreneurship Education, 25(4), 1– 24. Fayolle, A., and B. Gailly. 2008. “From Craft to Science: Teaching Models and Learning Processes in Entrepreneurship Education.” Journal of European Industrial Training, 32(7), 569– 593. doi:10.1108/03090590810899838 Gedeon, S. A. 2014. “Application of Best Practices in University Entrepreneurship Education: Designing a New MBA Program.” European Journal of Training and Development, 38(3), 231– 253. doi:10.1108/ejtd-05-2013-0058 Gedeon, S. A. 2017. “Measuring Student Transformation in Entrepreneurship Education Programs.” Education Research International, 2017, 1– 12. doi:10.1155/2017/8475460 Ilonen, S., and Heinonen, J. (2018). “Understanding affective learning outcomes in entrepreneurship education.” Industry and Higher Education, 32(6), 391– 404. doi:10.1177/0950422218805177 Kirkpatrick, D. L. 1959. “Techniques for Evaluation Training Programs.” Journal of the American Society of Training Directors, 13, 21– 26. Kirkpatrick, D. L. and J. D. Kirkpatrick. 2006. Evaluating Training Programs: The Four Levels: Vol. 3rd ed. San Francisco: Berrett-Koehler Publishers. Kuratko, D. F. 2005. “The Emergence of Entrepreneurship Education: Development, Trends, and Challenges.” Entrepreneurship: Theory and Practice, 29(5), 577– 598. doi:10.1111/j.1540-6520.2005.00099.x Nabi, G., Liñán F., Fayolle A., Krueger N., and A. Walmsley. 2017. “The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda.” Academy of Management Learning & Education, 16(2), 277– 299. doi:10.5465/amle.2015.0026 Rae, D., L.M. Martin, V. Antcliff, and P. D. Hannon. 2012. “Enterprise and Entrepreneurship in English Higher Education: 2010 and Beyond.” Journal of Small Business and Enterprise Development, 19(3), 380– 401. doi:10.1108/14626001211250090 Volume35, Issue3May/June 2023Pages 1-15 ReferencesRelatedInformation

Intrapreneurship: As the outcome of entrepreneurship education among business students

Nowadays, entrepreneurship is a subject that attracts attention for all majors in higher education. However, the determination of learning outcomes in entrepreneurship education is still debatable, especially in non-entrepreneurship majors. This study aims to 1) examine the role of attitude toward entrepreneurship, which is proxied by the entrepreneurial mindset, towards intrapreneurship belief among business students and 2) measure how motivation affecting the attitude toward entrepreneurship among business students. Researchers collecting the data using surveys among business students at the State University of Medan. The survey was conducted using an electronic questionnaire designed with a 7-Likert scale. The distribution of the questionnaires was carried out using the snowball technique in student study groups. With the simple random sampling technique, the researcher collected 205 data, which further analyzed using variance-based SEM. The results indicate that the cognitive component was a key instrument in forming intrapreneurship belief among students. Meanwhile, motivation is a determining factor that shapes attitude toward entrepreneurship. This study recommends a meaningful learning process that shapes entrepreneurial cognition. This is because learners are now instilling entrepreneurship in themselves, no longer through their beliefs of experience and family background, but through the skills, they have learned and explained rationally.

Skills as declared learning outcomes of entrepreneurship training in higher education institutions across the globe: Classification and analysis with a focus on thinking skills

The study identifies and classifies skills as declared learning outcomes in entrepreneurship education programs and courses in higher education by looking at globally recognized universities, indexed in authoritative QS ranking and mentioned in literature (43 universities). We analyze descriptions of the declared expected results of entrepreneurship education located on universities’ official websites. We take into account both, available documents and general descriptions on the webpages. The method is manual content-analysis.We find a lack of consistency and high differentiation, including formulations related to thinking skills. We develop the classification of declared outcomes of entrepreneurship education in higher education institutions based on the ideas of human capital theory. This classification considers the role of thinking skills, which remains on periphery of current discussions about learning outcomes of entrepreneurship education.

Предпринимательское школьное образование в странах Европейского союза

The paper is devoted to the current issue of the formation of professional orientation to entrepreneurial activities among the younger generation and development of children’s entrepreneurship competences as a set of knowledge, skills and abilities aimed at creative transformation of ideas and opportunities into material and non-material values that are in demand by society. The paper aims to analyse the relevant experience of EU countries in the field of implementing entrepreneurship education at school, forming and developing entrepreneurship competences among students of EU state-funded general education schools; as well as to identify the potential areas of improving Russian state policy in the sphere of general education and additional education of children and the youth. The paper summarises the practical experience of EU countries in the field of implementing entrepreneurship education at school. The analysis of the ways of entrepreneurship competence formation among schoolchildren of EU countries is presented. The author considers the goals and content, basic approaches, teaching methods and methods of learning outcomes assessment within the programmes of entrepreneurship education at school in European countries. The author focuses on the fact that one of the main learning outcomes of entrepreneurship education at school is “understanding the role of entrepreneurs in society”, which is linked to students’ awareness of the importance of implementing ethical approaches to business in line with sustainable social development.

Entrepreneurial Self-efficacy and Social Skills as Determinants of Social Studies Preservice Teachers’ Attitude to Entrepreneurship Education in Southwestern Nigeria

This study investigated entrepreneurial self-efficacy and social skills among Social Studies pre-service teachers in southwestern Nigeria. The multistage procedure was used. Three states (Lagos, Ogun and Oyo) that had both federal and state colleges of education were purposively selected from southwestern Nigeria. Six colleges of education (two per state-one federal and one state) were purposively selected). The purposive sampling technique was used to select 600 social studies pre-service teachers (100 per college). The instruments used were Entrepreneurial Social Skills (r = 0.79) and Entrepreneurial Self-efficacy (r = 0.89) scales. Data Collected were coded and analyzed using Pearson Product Moment Correlation Co-efficient and each of the research questions was tested at 0.05 level of significance. Findings revealed that pre-service teachers’ self-efficacy (r = .310), had positive relationships with their attitude to entrepreneurial concepts in social studies and it also revealed that pre-service teachers’social skills (r = 0.120) had positive weak relationships with their attitude to entrepreneurial concepts in social studies. Based on these findings, it is recommended that lecturers should pay attention to these factors for improved learning outcomes in Entrepreneurship Education among Social Studies Preservice teachers.Keywords: Entrepreneurship education, pre-service teachers, Self-efficacy, Social skills, Social studies

How You Teach Matters! An Exploratory Study on the Relationship between Teaching Models and Learning Outcomes in Entrepreneurship Education

Although entrepreneurship can be taught in different ways, entrepreneurship education impact studies generally fall short with regard to acknowledging the teaching models of the programs they assess. This severely limits our understanding of how entrepreneurship education actually works. To address this gap, this study describes and implements a procedure to identify the teaching models of entrepreneurship education courses and shows how different teaching models are associated with entrepreneurial learning outcomes. Our analysis is based on a sample of 376 Italian university students who responded to the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) and attended entrepreneurship education courses. We describe and implement a coding procedure that allows us to classify the entrepreneurship courses attended by the respondents into five different teaching models (Supply, Supply–Demand, Demand, Demand–Competence and Competence). We find that courses based on the Supply–Demand, Demand and Demand–Competence Models are associated with better entrepreneurial learning outcomes than those based on the Supply Model. Our findings contribute to the theory and practice of entrepreneurship education program evaluation and design.

A systematic review on the learning outcomes in entrepreneurship education within higher education settings

Entrepreneurship education is important in creating opportunities and bringing innovation to society. However, learning outcomes of entrepreneurship education remain unclear, causing challenges to curriculum design and structure. The objective of this literature review is to explore what learning outcomes are currently embedded in entrepreneurship education programmes within the context of higher education. Data was drawn from Web of Science, ERIC, ProQuest, Scopus and Science Direct, consisting of 133 peer-reviewed articles published between 2000 and 2020. The literature review contributes to understandings of current learning outcomes for entrepreneurship education that affect persons, institutions and society. It offers a framework that identifies current classifications of learning outcomes in entrepreneurship education, which may be adopted in curricula and other educational settings. Supplemental data for this article is available online at https://doi.org/10.1080/02602938.2021.2021583 .

Measuring Learning Outcomes of Entrepreneurship Education Using Structural Equation Modeling

This paper empirically substantiates a novel tripartite framework for measuring learning outcomes of entrepreneurship education (EE) by employing structural equation modeling. Three types of learning outcome are estimated—cognitive, skill-based, and affective—following Bloom’s (1956) taxonomy of educational objectives. The study is based on a sample of 249 imminent and recent Bachelor-level graduates from the leading universities of Estonia. The key fit, reliability, and validity indicators show statistically that the tested framework can serve as an instrument for measuring the learning outcomes of EE. This novel instrument may also serve as an alternative to entrepreneurial intention-based models very frequently used in EE to evaluate the learning outcomes. The studied interrelationships demonstrate that (1) the affective outcomes correlate significantly with the cognitive outcomes (r = 0.273, p < 0.001) and with the skill-based (r = 0.368, p < 0.001) outcomes; a correlation between the cognitive and skill-based outcomes is also significant and comparatively high (r = 0.602, p < 0.001); (2) the learning outcomes explain more variance in the cognitive and skill-based outcome constructs (44.7% and 81.0%, accordingly) than in the affective outcome construct (16.7%). Conclusions and implications for entrepreneurship educators and researchers are discussed.

An experiential learning program for entrepreneurship education

Despite extensive research into entrepreneurship education (e.g., Collins et al., 2004; Pittaway and Cope, 2007; Solomon, 2007; Blenker et al., 2014), many studies focus upon pedagogical 'good practice', rather than establishing its effectiveness. As well as achieving the social goals of any curriculum in terms of enabling students to fulfil their potential and ultimately to obtain gainful employment, entrepreneurship can also potentially be evaluated to establish whether it meets its desired objectives or learning outcomes. Our aim, therefore, is to conduct a critical appraisal of how experiential approaches can enhance the achievement of learning outcomes in entrepreneurship education. A partial least square path modelling (PLS-PM) was used to test the relationships involved in the research model.

Competition Studies: Structuring Competencies in University Entrepreneurship Programs

. In this article, we introduce competition as an essential part of professional entrepreneurship activity and competition studies – as a significant direction in entrepreneurship education system. Competition competencies come into play at any stage of the entrepreneurship process. In this case, it is important to place competition competencies on relevant position within mainstream research in entrepreneurship education.The purpose of this article is to take a rational approach to defining, classifying competition competencies in entrepreneurship, and to structuring them as significant learning outcomes in entrepreneurship education in accordance with the types, kinds, methods, character, manners, styles of actor’s competition behavior, directions of competition management. Paper defines and describes categories of competition competencies.

Learning outcomes of entrepreneurship education: Entrepreneurship education for knowing, doing, being, and living together

The authors try to identify the learning outcomes of entrepreneurship education at high schools. The statistical population of this research consists of vocational high school students in Tehran, Iran. The findings showed that learning outcomes for knowing are more than the aspects of doing, being, and living together. More specifically, 65 learning outcomes of entrepreneurship education have been identified in four pillars. This study presents a comprehensive framework for the philosophy of entrepreneurship education.

Understanding affective learning outcomes in entrepreneurship education

In the field of entrepreneurship education (EE), researchers, educators and policymakers have long attempted to determine whether EE has an effect on students, and many studies have provided anecdotal evidence measuring the impacts of EE endeavours. There is a particular lack of understanding in relation to affective learning outcomes – that is, the beliefs, attitudes, impressions, desires, feelings, values, preferences and interests of students – and of the related indicators. In response to this lack of understanding, this study aims to identify students’ affective learning outcomes in EE based on a taxonomy of such outcomes and to investigate and understand in depth their nature. The study draws empirically on the learning reflections of university students enrolled on a bachelor’s level course on corporate entrepreneurship, which are qualitatively examined through thematic content analyses. The study identifies various external and internal affective learning outcomes based on the levels of expertise of students and contributes to the existing EE literature by providing a more fine-grained understanding of these complex outcomes. For educators, the study makes affective learning visible in EE and provides insightful information for programme development.

Entrepreneurial Learning Outcomes and Occupational Status of Business Graduates in the Baltics

In this paper, we present results of the quantitative analysis, which examines a relationship between learning outcomes of entrepreneurship education (EE) and occupational status choices of Bachelor business graduates in two post-transition Baltic countries, Estonia and Latvia. The underlying conceptual framework relies on the adapted Bloom’s taxonomy of educational objectives, human capital theory and model of entrepreneurial careers. From this taxonomy we examine knowledge, skills and attitudes as the focal learning outcomes of EE. We compare these outcomes to three choices of employment status: employment entry, nascent intrapreneurship and private early-stage entrepreneurial activity. The study also gives due consideration to the types of EE intervention, namely, traditional and experiential. We drew the sample of 454 respondents from a population of imminent and recent graduates from Bachelor degree business programs delivered at Estonian and Latvian higher education institutions. We used cross-sectional design with a matched comparison group. The findings of the study challenge common assumptions by suggesting that knowledge and skills obtained during EE had no direct effect on occupational status, and none of the learning outcomes was related to employment entry. Furthermore, graduates who took part in predominantly traditional and predominantly experiential EE had similar chances to become entrepreneurs. Our discussion of possible reasons behind the unexpected results should be of special interest to entrepreneurship educators and researchers for designing EE courses and further evaluation studies.

Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education

The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF) – the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of educational objectives. A survey of self-assessed entrepreneurial competences acquired in entrepreneurship education courses was carried out in five Estonian higher education institutions (HEIs). An exploratory factor analysis based on the sample of 249 respondents confirmed the empirical viability of the ECF for evaluating the outcomes of EE, while also indicating a wide spectrum of these outcomes. Knowledge about entrepreneurship, entrepreneurial skills and a range of affective outcomes was perceived to be stronger by those students who had higher aspirations to become entrepreneurs before entering the HEIs.

Assessing the sense of initiative and entrepreneurship in vocational students using the European qualification framework

Purpose – The purpose of this paper is to find a framework for the assessment of the learning outcomes of entrepreneurship education as a cross-curricular subject. The problem is twofold: the first difficulty is the relationship to the general issues regarding competence and its assessment; the second difficulty is the assessment of competencies in cross-curricular education in diverse contexts such as school and work. Design/methodology/approach – The European key competence for lifelong learning of the sense of initiative and entrepreneurship and the European qualification framework (EQF) are convenient to benchmark the outcomes of enterprise education. In order to assess and develop competence in vocational students, educators should design real life problem solving situations, which are new for the students and closely related to their vocations. Findings – The study describes an assessment process of the learning outcomes in terms of knowledge, skills and competence. While the authors tested knowledge by giving the students open-ended questions, the authors assessed the skills and competence with a practical problem concerning the students’ vocational discipline to be solved in groups. Research limitations/implications – The paper calls for a better alignment between work experience, teaching for competence and assessment of key competences – such as the sense of initiative and entrepreneurship – taught as a cross curricular subject. Originality/value – The assessment makes use of a theoretically grounded definition of competence, and considers varied forms of evaluation of entrepreneurship education. Educators can use it across Europe as it refers to a common background, the European key competences and the EQF, and it promotes the students’ transitions to work and mobility. It is rigorous, and, at the same time, adaptable to the context. It is meaningful for the various stakeholders at various levels: students, employers, schools, workplaces and institutions.

A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education

Purpose – The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation. Design/methodology/approach – The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations. Findings – Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation. Practical implications – Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise. Originality/value – Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers.