Two Approaches to Entrepreneurship Education: The Different Effects of Education for and Through Entrepreneurship at the Lower Secondary Level

By Kåre Moberg. 2014

129 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/605eb19198a694e0ac70c3cf44bdb727d11ebc4b

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In Education

In Management of Technology and Innovation

Citations in the corpus

The effect of entrepreneurship education in schools on entrepreneurial outcomes: a systematic review (2019, methodology): “Cognitive skills refer to intellectual capacity, which has been further specified by previous research and applied to the field of entrepreneurship education (Moberg 2014).”
Comparing the impact of three different experiential approaches to entrepreneurship in education (2020, background): “…a broad variety of skills and attitudes, such as leadership, creativity, self-insight, self-efficacy, school engagement, learning orientation, proactiveness, perseverance, uncertainty tolerance and increased intention to start a venture (Bacigalupo et al., 2016; Fisher et al., 2008; Moberg, 2014a).”
Entrepreneurship education in tourism: An investigation among European Universities (2019, background): “They both focus on fostering cognitive and non-cognitive skills, adopt action-oriented, active and experiential learning methods, and involve diverse stakeholders in the entrepreneurial development process (Moberg, 2014; Mwasalwiba, 2010).”
Impact of Entrepreneurship Training on Entrepreneurial Efficacy and Alertness among Adolescent Youth (2018, background): “However, there is a dearth of research on entrepreneurial education in secondary schools (Sánchez, 2013; Moberg, 2014; Elert et al., 2015).”
Relationship Between Entrepreneurship Education, Entrepreneurial Mindset, and Career Readiness in Secondary Students (2020, methodology): “While the program focus is not on business creation, a combination of PBL and lean start-up theories drives the experiential learning model in Program X’s curriculum as a means to instill transferable skills focused on self-efficacy (Dhliwayo, 2008; Jones & Iredale, 2010; Moberg, 2014).”