Building Human Capital in Difficult Environments: An Empirical Study of Entrepreneurship Education, Self-esteem, and Achievement in South Africa

Friedrich, Christian; Visser, Kobus

doi:10.1016/s1074-7877(06)05018-5

Cited by 2 publications

(2 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This also signifies that locus of control being an attitudinal factor, cannot be changed in a relatively short period of time. Hypothesis 5 relates to innovation emphasises that the training was successful and builds onto previous research (see Friedrich & Visser, 2006) in which innovation was improved through a three day training intervention. Hypothesis 4 relating to self-esteem is significant in that the cost of education is very costly in South African.…”

Section: Resultsmentioning

confidence: 69%

“…As argued by Unger, Rauch, Frese (2009), Brijlal (2011), Martin, McNally & Kay, (2013, many studies focusing on entrepreneurship research have included human capital theory in their predictor models. The lack of employment opportunities for many students in South Africa prompted the University of the Western Cape (UWC) to introduce Entrepreneurship as a subject at second and third year levels (Friedrich & Visser, 2006). Over the years EE at Universities generally have not produced a significant increase in start-up enterprises and many researchers have been drawn to understand this phenomena.…”

Section: Human Capital Theorymentioning

confidence: 99%

See 1 more Smart Citation

Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa

Basardien

Friedrich

Twum-Darko

2016

JEBS

View full text Add to dashboard Cite

This research applies the changing of cognitive mechanisms of University students through Entrepreneurship Education (EE). The study hypothesises that entrepreneurial orientation (achievement orientation, personal control, innovation and self-esteem) improves after completing the entrepreneurship module. The context of this research involves undergraduate commerce students from the University of the Western Cape (UWC) in South Africa. The study involves quantitative research using questionnaires through a longitudinal approach. The research design consists of a pre-test, post-test and post-test after the intervention. The impact of the training intervention was assessed over a 12 month period based on a randomised control design. This study indicates that entrepreneurial orientation was influenced through this Entrepreneurship module. The practical implications of this study emphasises the importance of training approaches that are based on empirical research. The uniqueness of this paper lies in the pedagogy used that allows the effectiveness of assessing a training program.

show abstract

Section: Resultsmentioning

confidence: 69%

Section: Human Capital Theorymentioning

confidence: 99%

Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa

Basardien

Friedrich

Twum-Darko

2016

JEBS

View full text Add to dashboard Cite

show abstract

Understanding affective learning outcomes in entrepreneurship education

Ilonen

Heinonen

2018

Industry and Higher Education

View full text Add to dashboard Cite

In the field of entrepreneurship education (EE), researchers, educators and policymakers have long attempted to determine whether EE has an effect on students, and many studies have provided anecdotal evidence measuring the impacts of EE endeavours. There is a particular lack of understanding in relation to affective learning outcomes – that is, the beliefs, attitudes, impressions, desires, feelings, values, preferences and interests of students – and of the related indicators. In response to this lack of understanding, this study aims to identify students’ affective learning outcomes in EE based on a taxonomy of such outcomes and to investigate and understand in depth their nature. The study draws empirically on the learning reflections of university students enrolled on a bachelor’s level course on corporate entrepreneurship, which are qualitatively examined through thematic content analyses. The study identifies various external and internal affective learning outcomes based on the levels of expertise of students and contributes to the existing EE literature by providing a more fine-grained understanding of these complex outcomes. For educators, the study makes affective learning visible in EE and provides insightful information for programme development.

show abstract

Building Human Capital in Difficult Environments: An Empirical Study of Entrepreneurship Education, Self-esteem, and Achievement in South Africa

Cited by 2 publications

References 19 publications

Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa

Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa

Understanding affective learning outcomes in entrepreneurship education

Contact Info

Product

Resources

About