No abstract

This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the published empirical studies on entrepreneurship education impact in 20 journals over a 15-year period (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015). We found 16 empirical studies that met our inclusion criteria. Our findings revealed that teaching objectives, teaching methods, and teaching content receive scant attention from researchers. This study will be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals. Our analytical framework could contribute to less contradictory findings of entrepreneurship education impact studies. We also identify research limitations and suggest avenues for future research.

revealed two key themes of importance: the theory-practice balance and real-life application. Our findings suggest that, by and large, the practice of actionable theory finds approval among the students interviewed. Although the invisibility of theory does perplex the informants, all except one student demonstrated awareness of theory being present in the course. Furthermore, they display abilities to reflect upon and make connections between what they have learned during the course and its real-life applicability.