The Effects of Entrepreneurship Education

By Georg von Graevenitz, Dietmar Harhoff, R. Weber. 2010

929 citations recorded by the source corpus.

Entrepreneurship education ranks highly on policy agendas in Europe and the US, but little research is available to assess its impacts. In this context it is of primary importance to understand whether entrepreneurship education raises intentions to be entrepreneurial generally or whether it helps students determine how well suited they are for entrepreneurship. We develop a theoretical model of Bayesian learning in which entrepreneurship education generates signals which help students to evaluate their own aptitude for entrepreneurial tasks. We derive predictions from the model and test them using data from a compulsory entrepreneurship course at a German university. Using survey responses from 189 students ex ante and ex post, we find that entrepreneurial propensity declined somewhat in spite of generally good evaluations of the class. Our tests of Bayesian updating provide support for the notion that students receive valuable signals and learn about their own type in the entrepreneurship course.

Subfields: Education, Management of Technology and Innovation, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/2fb78e10c480afce81c188ebcfa722118ead7215

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Citations in the corpus

The moderating role of entrepreneurship education on the antecedents of entrepreneurial intention (2016, positive): “Whereas, participants of an entrepreneurship course have a more realistic perception about what it means to become an entrepreneur: EE allows the students to update their beliefs about their entrepreneurial aptitude, and many of them come to realize how difficult it is to get a project off the groun”
The impact of higher education on entrepreneurial intention and human capital (2018, background): “However, some scholars do not find a significant relationship between EE and EI (Fayolle and Gailly, 2009; von Graevenitz et al., 2010; Sánchez, 2013).”
Entrepreneurial education and learning at universities: exploring multilevel contingencies (2017, background): “Building on this, it has been suggested that EE enables students to realize when they are not yet ready to engage in entrepreneurship (von Graevenitz, Harhoff, and Weber 2010; Oosterbeek, van Praag, and Ijsselstein 2010).”
Examining the formation of human capital in entrepreneurship: A meta-analysis of entrepreneurship education outcomes (2013, background): “…between EET and both knowledge and skills, and attitudes towards entrepreneurship among undergraduate university students in South Africa, and von Graevenitz et al. (2010) found a small negative relationship between EET and intentions toward entrepreneurship among German undergraduate students.”
The role of entrepreneurial passion in the formation of students’ entrepreneurial intentions (2020, background): “…and Fink 2015; Kolvereid and Isaksen 2006; Obschonka et al. 2015) and the field of entrepreneurship practice (e.g., as a guideline for education programs and interventions and their evaluation; Souitaris, Zerbinati, and Al-Laham 2007; Von Graevenitz, Harhoff, and Weber 2010; Karimi et al. 2016).”
Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive (2015, background): “…that the success of entrepreneurship education has been mixed, with some research reporting positive outcomes (e.g. Fayolle et al., 2006; Athayde, 2009; Karlsson and Moberg, 2012), and other research reporting less favorable outcomes (e.g. von Graevenitz et al., 2010: Oosterbeek et al., 2010).”
Self-efficacy, entrepreneurial intentions, and gender: Assessing the impact of entrepreneurship education longitudinally (2014, background): “…of studies have identified a positive impact of entrepreneurship education programs on individual ESE perceptions (Peterman and Kennedy, 2003; Von Graevenitz et al., 2010; Zhao et al., 2005), others find no such relationships (Bergman et al., 2011; Oosterbeek et al., 2010), and some even find a…”
The Relationship between Entrepreneurship Education and Entrepreneurial Intentions: A Meta–Analytic Review (2014, background): “The process of learning how to draft a business plan is intended to instill the knowledge and skills to strengthen one’s entrepreneurial intentions (e.g., cf. Becker, 1964; Fayolle, Gailly, & Lassas-Clerc, 2006a; von Graevenitz et al., 2010; Youndt, Subramaniam, & Snell, 2004).”
The Impact of Entrepreneurship Education: A Study of Iranian Students' Entrepreneurial Intentions and Opportunity Identification (2016, methodology): “…participants had lost their excessive optimism about entrepreneurship and rejected the idea of becoming an entrepreneur after the program had finished. von Graevenitz, Harhoff, and Weber (2010) also argue that EEPs provide individuals with signals about their entrepreneurial ability and aptitude.”