Entrepreneurship education and entrepreneurial intention: Do female students benefit?

By Paul Westhead, M. Solesvik. 2016

369 citations recorded by the source corpus.

This article explores links between entrepreneurship education (EE) participation, alertness and risk-taking skills and the intensity of entrepreneurial intention relating to becoming an entrepreneur. Guided by insights from human capital and socially learned stereotypes theories, we conceptualize and test novel hypotheses that consider the potential moderating effect of gender and participation in EE. Business students participating in EE modules were compared with engineering students excluded from such programmes. Hierarchical regression analysis revealed that EE students reported high intensity of intention; however, EE did not generate equal benefits for all students. Women were significantly less likely to report high intensity of intention; however, those citing the alertness skill were more likely to report high intensity of intention than non-EE women students. Both male EE and non-EE students citing the risk perception skill reported higher intention, whereas women EE students citing the risk perception skill reported lower intention.

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

View Paper: https://www.semanticscholar.org/paper/9e959f5739caf89e67948bc973c83054841342a1

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In Business and International Management

In Management of Technology and Innovation

In Organizational Behavior and Human Resource Management

Citations in the corpus

Does entrepreneurship education and culture promote students’ entrepreneurial intention? The mediating role of entrepreneurial mindset (2021, background): “However, few scholars have provided any systematic study into the cultural, mindset, and entrepreneurial intentions (e.g., Ashourizadeh et al., 2014; Bogatyreva et al., 2019; Westhead & Solesvik, 2016).”
Impact of Entrepreneurship Training on Entrepreneurial Efficacy and Alertness among Adolescent Youth (2018, result): “In any case, our study provides further support to account for gender heterogeneity in future work (Westhead and Solesvik, 2016). limitations and Future Directions We acknowledge that the quasi-experimental nature of the study may have contributed to the smaller effect sizes.”
Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education (2020, background): “Participants of entrepreneurship education programs are more likely to have higher intention to form their own businesses compared to non-participants [33,34].”
Entrepreneurs and innovation: The contingent role of institutional factors (2018, background): “It is important to highlight that not all educations systems offer this type of teaching (Westhead and Solesvik, 2016), although the majority agree regarding the important role that education plays in the innovation of new ventures.”
Entrepreneurial intentions and start-ups: Are women or men more likely to enact their intentions? (2018, background): “Although female entrepreneurship is increasing, empirical evidence across different countries generally indicates a persistent sex imbalance when it comes to business ownership (Bosma and Levie, 2009; Koellinger et al., 2013; Santos et al., 2016; Westhead and Zolesvik, 2016).”
The impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the Visegrad countries (2019, background): “…the impact of entrepreneurship education on entrepreneurial intentions is more positive (or less negative) for men than for women (Oosterbeek, van Praag and Ijsselstein 2010; Westhead and Solesvik 2016) other studies do not report any significant difference across the two groups (Bae et al. 2014).”