The effect of entrepreneurship education on nascent entrepreneurship

The literature has been enriched by studies examining the effect of entrepreneurship education on entrepreneurial or goal intention. Yet, few articles have considered how entrepreneurship education affects nascent entrepreneurship as a more sought-after outcome. Similarly, some scholars assess entre...

Full description

Saved in:
Bibliographic Details
Published in:Industry & higher education 2021-08, Vol.35 (4), p.419-431
Main Authors: Onjewu, Adah-Kole Emmanuel, Haddoud, Mohamed Yacine, Nowiński, Witold
Format: Article
Language:English
Subjects:
Business Administration Education
Computer Simulation
Correlation
Dissociation
Economics Education
Entrepreneurs
Entrepreneurship
Entrepreneurship education
Foreign Countries
Game Based Learning
Gender Differences
Graduate Students
Instructional Effectiveness
Intention
Learning Modules
Outcomes of Education
Self Efficacy
Simulation
Speeches
Structural equation modeling
Teaching Methods
Undergraduate Students
Workshops
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The literature has been enriched by studies examining the effect of entrepreneurship education on entrepreneurial or goal intention. Yet, few articles have considered how entrepreneurship education affects nascent entrepreneurship as a more sought-after outcome. Similarly, some scholars assess entrepreneurship education as an aggregate rather than a multidimensional construct comprised of alternative methods with peculiar characteristics yielding distinct student outcomes. Possibly, the present shortage of specificity in the investigation of methods in entrepreneurship education reduces empirical understanding of efficacious teaching and learning modes for optimising entrepreneurial behaviour. Hence, by way of contribution, this inquiry isolates and measures the direct effect of courses, workshops, guest speakers and simulations on new venture creation among UK students. It also measures indirect influence in the same relationships, with self-efficacy as a mediator. A structural equation analysis is performed and the findings show that discretely, in this order, simulations, workshops and courses stimulate nascent entrepreneurship. However, there is particular insignificance in the direct link between guest speakers and nascent entrepreneurship, and further dissociation in the indirect link between workshops and simulations leading to self-efficacy. Theoretical implications arise for future correlation and configurational studies, as well as practical ramifications for entrepreneurship education practitioners, simulation developers and public institutions.
ISSN:0950-4222
2043-6858
DOI:10.1177/09504222211014038