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This study examines how the effect of entrepreneurship education on students' entrepreneurial intentions is (1) contingent on the mode of education (active, e.g. business plan seminar, vs reflective, e.g. theory lectures), (2) contingent on the regional context and (3) complemented by...
Persistent link: https://www.econbiz.de/10010265253
Both the European Community, its member countries and the United States have stimulated schools to implement entrepreneurship programs into schooling curricula on a large scale, based on the idea that entrepreneurial competencies and mindsets must be developed at school. The leading and...
Persistent link: https://www.econbiz.de/10010276974
This paper analyzes the impact of a leading entrepreneurship education program on college students' entrepreneurship competencies and intentions using an instrumental variables approach in a difference-in-differences framework. We exploit that the program was offered to students at one location...
Persistent link: https://www.econbiz.de/10010277012
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The Hillman Entrepreneurs Program, a 3-year program to develop entrepreneurs during their college years, believes it is never too early to develop an entrepreneurial ecosystem, or a “dynamic, self-regulating network of many different types of actors” (Isenberg 2014). For the Hillman Program,...
Persistent link: https://www.econbiz.de/10014124900
There is little evidence that the gender gap in entrepreneurial self-efficacy is being narrowed by entrepreneurship and enterprise education (EEE) in Europe. Which raises a very serious question about European EEE: is it failing women? If we look more specifically at science and engineering...
Persistent link: https://www.econbiz.de/10014124901
Are universities coddling entrepreneurship students? Universities seem to think that hand-holding is needed to teach entrepreneurship. To this end, students are encouraged to attend business planning sessions, to find mentors, to work with academic advisors, and to present their pitches to...
Persistent link: https://www.econbiz.de/10014141833
This paper summarizes the benefits and challenges of flipping an entrepreneurship course in two ways. The conventional flip changes how lecturers and students relate to the course content by primarily affecting when and where they learn, but not necessarily how. Flipping the classroom inside-out...
Persistent link: https://www.econbiz.de/10014142284
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