Abstract

Based on the assumption that Entrepreneurship Education (E-ed) can increase the number of entrepreneurs and boost economic growth, governments worldwide have invested significant resources into an E-ed economic development strategy. But how much do we know about whether E-ed really works?

E-ed appears to be one of those phenomena where action and intervention have raced far ahead of the theory, pedagogy, and research justifying it. Our comprehensive review of the empirical literature concluded that while E-ed appears to be a promising tool for promoting economic development, its value will remain unknown without more sophisticated methodological evaluations.

The goal of the study was to identify/quantify differences in E-proclivity and behaviors between alumni who received E-ed and a matched control group who did not up to 14 years later. The study attempted to shed light on the role of promising mediators (E-self efficacy, cognition, skills, attitudes, networks, etc.).

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