The Impact of Entrepreneurship Education on Entrepreneurial Attitudes and Intention: Hysteresis and Persistence

By Alain Fayolle, B. Gailly. 2015

1,334 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/705731d91d3a31aa0baea9021fb800ca7aafb1ae

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Citations in the corpus

The moderating role of entrepreneurship education on the antecedents of entrepreneurial intention (2016, neutral): “This is a convenience sample very often used in entrepreneurship research (Dohse and Walter 2012; Fayolle and Gailly 2015; Kolvereid 1996; Krueger et al. 2000).”
Entrepreneurial education and learning at universities: exploring multilevel contingencies (2017, background): “…EE curricula formulated by many academics (Fayolle 2013; Pittaway and Cope 2007a), research has largely failed to provide a clear answer to the question ‘to what extent and under which circumstances do students learn from the exposure to EE’ (Fayolle and Gailly 2015; Martin, McNally, and Kay 2013).”
Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy (2020, background): “Much current research on entrepreneurial behaviour is directed towards the prediction of EI rather than entrepreneurial behaviour or new venture creation (Fayolle & Liñán, 2014; Liñán & Fayolle, 2015).”
Entrepreneurship Education in a Poverty Context: An Empowerment Perspective (2019, background): “As a result of this immersion in real-world experiences in a poverty context, the actual learning process is more effective in modifying and shaping knowledge structures (e.g., Corbett 2007; Fayolle and Gailly 2015; Neck and Greene 2011), and so is more impactful, meaningful, and empowering.”
The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda (2017, methodology): “These typically focus on short-term intensive experiential programs (e.g., Fayolle & Gailly, 2015), or longer experiential residential-based programs (e.g., Boukamcha, 2015).”
The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences (2017, background): “Moreover, Laukkanen (2000), Souitaris, Zerbinati, and Al-Laham (2007), Frank, Lueger, and Korunka (2007), and Fayolle and Gailly (2013) report that an education focused on skills develops university students’ capacity to guide a team, solve conflicts and make decisions.”
The Impact of the Family Background on Students’ Entrepreneurial Intentions: An Empirical Analysis (2020, background): “Entrepreneurship education represents an important driver of the development of entrepreneurial attitudes of both potential and nascent entrepreneurs [51,52].”
What can education bring to entrepreneurship? Formal versus non-formal education (2020, background): “Fayolle and Gailly (2015) suggest that future directions on entrepreneurial education would potentially indicate interest on the relationship between perceived behavioral control and some variables related to education, such as the content of specific subjects, the approach of teachers, including…”