The research on entrepreneurship education�entrepreneurial intentions has yielded mixed results. We meta-analyzed 73 studies with a total sample size of 37,285 individuals and found a significant but a small correlation between entrepreneurship education and entrepreneurial intentions (inline image). This correlation is also greater than that of business education and entrepreneurial intentions. However, after controlling for pre-education entrepreneurial intentions, the relationship between entrepreneurship education and post-education entrepreneurial intentions was not significant. We also analyzed moderators, such as the attributes of entrepreneurship education, students' differences, and cultural values. Our results have implications for entrepreneurship education scholars, program evaluators, and policy makers.

The Relationship Between Entrepreneurship Education and Entrepreneurial Intentions: A Meta-Analytic Review

Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of learning outcomes, analysing 159 published articles from 2004-2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Re-confirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely under-describe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasised directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mindset, focus on the impact indicators related to the intention-to-behaviour transition, and explore the reasons for some of the contradictory findings in impact studies including person-, context- and pedagogical model-specific moderators.

The impact of entrepreneurship education in higher education: A systematic review and research agenda

This paper assesses the role of knowledge economy (KE) in African business in 53 countries for the period 1996–2010. The four KE components of the World Bank are employed, notably: education, innovation, economic incentives and institutional regime, and information and communication technology. The business indicators are classified into starting, doing, and ending business. Principal component analysis and panel instrumental variable fixed effect approaches are employed as empirical strategies. The findings which are broadly consistent with intuition and the predictions of economic theory suggest that KE policies will substantially boost the starting and doing of business in Africa. This is relevant in fighting unemployment and improving African competitiveness in global value chains. Policy implications for the relevance of each specific KE dimension in African business are discussed with particular emphasis on the theoretical underpinnings of the study. The investigation is original in its contribution at the same time to the scarce literature on African KE and the growing challenges of improving the business climate of the continent by means of KE.

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The Role of Knowledge Economy in African Business

Entrepreneurs bring an enormous contribution to a country’s economic growth. Developing individual’s interest into new venture creation represents an important asset, especially for less developed countries where entrepreneurial activities are fundamental in enhancing economic growth. The recent economic crisis turned the attention of European policymakers towards entrepreneurship as a driving force for the creation of new job opportunities, regional/national competitiveness and growth. The aim of this article is to verify what relations are between locus of control, need for achievement and entrepreneurial intention of youth, following a cognitive approach and how much entrepreneurial education consolidates entrepreneurial skills and informs the young that entrepreneurship is a career option. To analyse entrepreneurial intentions, locus of control, need for achievement and entrepreneurial education in the context of Romania, this research used a quantitative design based on the answers to the questionnaire conducted during March 2017 to October 2017 on a sample of 270 students from two important Romanian universities. From the methodological point of view, several hypotheses have been developed and tested using multivariate logistic regression estimates, frequency analysis, internal consistency reliability of the constructs and moderating effects. The results illustrate that locus of control, need for achievement and entrepreneurial education proved to be important determinants for venture creation among young students, both independently and under the action of control variables. Also, respondents’ gender had a significant influence on one’s intention of opening a business in the future, with males being more inclined to become entrepreneurs than females.

https://www.mdpi.com/2071-1050/11/4/1192/pdf

Impact of Personality Traits and Entrepreneurship Education on Entrepreneurial Intentions of Business and Engineering Students

The purpose of this study was to determine the influence of these factors in the theory of planned behavior; which includes attitude, Subjective Norm and Perceived Behavioral Control, the entrepreneurial intentions of students in East Java. The population used in this study was students at the University 2012-2015 school year. Sampling techniques proportional stratified sampling with a total sample of 1,237 respondents.The data collection used questionnaires methods, while the multiple linear regression analysis was used as an analytical technique. Research results show that Attitude, Subjective Norm, and Perceived Behavioral Control, Entrepreneurship and Self-efficacy education affects Entrepreneurial intentions.Therefore, universities in Indonesia are expected to become a driving force in improving the attitude, Subjective Norms, Perceived Behavioral Control, entrepreneurship education and student self-efficacy to improve the entrepreneurial intentions.

https://www.um.edu.mt/library/oar/bitstream/123456789/29037/1/Attitude_Subjective_Norms_Perceived_Behavior_Entrepreneurship_Education_2017.pdf

Attitude, Subjective Norms, Perceived Behavior, Entrepreneurship Education and Self-Efficacy toward Entrepreneurial Intention University Student in Indonesia

Purpose – The purpose of this paper is to examine the entrepreneurial intentions of undergraduate university students in Ethiopia by making a comparative analysis among different groups of students.Design/methodology/approach – A total of 156 students completed entrepreneurship intention questionnaire. The questionnaire has seven parts extracting information about personal attraction, subjective norm, self‐efficacy, entrepreneurial intention, need for achievement, locus of control, and instrumental readiness. The respondents were asked to state their agreement/disagreement on statements on a seven‐point Likert type scale.Findings – The result identified that students who had undergone entrepreneurship education (business management student in this case) tend to have better entrepreneurial intention than those who had not taken entrepreneurship course (engineering students). Also, it was observed that male management students have higher personal attraction towards entrepreneurial career, subjective norms,...

Dugassa Tessema Gerba

Papers

Impact of entrepreneurship education on entrepreneurial intentions of business and engineering students in Ethiopia