Can the entrepreneurship course improve the entrepreneurial intentions of students?

Chen, Su-Chang; Hsiao, Hsi-Chi; Chang, Jen-Chia; Chou, Chun-Mei; Chen, Chin-Pin; Shen, Chien-Hua

doi:10.1007/s11365-013-0293-0

Cited by 117 publications

(104 citation statements)

References 16 publications

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“…For example, positive family entrepreneurial experiences may increase entrepreneurial intentions, 45 while an entrepreneurship course may help one determine if entrepreneurship is right for oneself. 46 Gender is important because women are less likely to be entrepreneurs than men are. 47 Analyses were conducted using SPSS Statistics, v23 and Amos 23.0.0 (Build 1607 13 for their principle components analysis (PCA), Robinson, et al (1991) both expected and found a significant correlation between their four sub-scales.…”

Section: Methodsmentioning

confidence: 99%

Factors Associated with Entrepreneurial Intentions in Doctor of Pharmacy Students

Huston

2018

American Journal of Pharmaceutical Education

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Objectives. A 5 factor measure (proactive disposition (PD), preference for innovation, self-esteem, achievement motivation, and nonconformity) was tested to see if it formed a single entrepreneurial drive (ED) scale, and which factors were associated with either general (GEI) or pharmacyspecific entrepreneurial intention (PEI).Methods. Over 3 years, third year Doctor of Pharmacy (PharmD) students completed a survey. Factor analysis, Cronbach's alpha, correlations, hierarchical regression analysis, and structural equations modeling were used to analyze the data. Results.A total of 370 out of 402 students (92%) participated. All 5 factors were identified, but not all proposed items were retained. Findings suggest the 5 factors do not form a single ED scale. Having taken an entrepreneurship course and PD were significantly (p < .001) associated with both PEI and GEI, and female gender was significantly ((p < .001) associated with lower GEI. Conclusion.Proactive students should be recruited and entrepreneurial courses offered.

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Section: Methodsmentioning

confidence: 99%

Factors Associated with Entrepreneurial Intentions in Doctor of Pharmacy Students

Huston

2018

American Journal of Pharmaceutical Education

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“…Two studies do not specify any theoretical stance [33,36]. Other theoretical perspectives, such as the action regulation theory, human capital theory, and structuration theory, are used and tested in isolated instances [28,32,37].…”

Section: Descriptive Analysismentioning

confidence: 99%

“…The objectives span from being unspecified [35,38] through the rather generic to the more specific. Objectives like the "programme is targeted to final year students in higher education institutes who are interested in undertaking business opportunities in the future before they graduated" ( [30], p. 607), "the programme aims to prepare students for an entrepreneurial career, specifically to prepare them for establishing their own businesses" ( [34], p. 192), or cultivate professionals [36] Education Research International 5 offer a good illustration of the generic motive throughout some studies. We argue that there is no clear delineation of implicitly formulated objectives in these generic motives.…”

Section: Objectives Of the Interventionsmentioning

confidence: 99%

In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education

Kamovich

Foss

2017

Education Research International

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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.

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“…Many countries regard entrepreneurship education as an approach to solve the societal problem of unemployment. Training and coaching through entrepreneurship courses in schools enhance students' entrepreneurial intentions and entrepreneurial skills [2]. Entrepreneurs should possess certain characteristics, abilities and technology that can be developed through education and training [3].…”

Section: Introductionmentioning

confidence: 99%

“…However, Song (2008) analysis of the entrepreneurship programs established by Taiwan university indicated that such programs fail to provide the skills and knowledge that students need, while also lacking traineeship opportunities and community resources [6]. Chen et al (2014) analysis of the practical-learning semester undertaken by senior students as part of their elective course ‗Innovation and Entrepreneurship' at National Penghu University of Science and Technology established that the course did not significantly raise students' entrepreneurial intention, and also found that entrepreneurship could not be taught to students by way of traditional teaching methods [2]. Harkema and Schout (2008) considered that the key points of entrepreneurship lie in teaching methods, teaching environment and learning resources, while entrepreneurship education based on learning-by-doing could strengthen the understanding of the basics knowledge [1], [7].…”

Section: Introductionmentioning

confidence: 99%

The Affect of off-Campus Internships Program on Universities Student‘s Entrepreneurial Attitude and Capacity

Chen¹,

Hsiao²,

Chang³

et al. 2017

IJIET

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Abstract-This paper is to explore the entrepreneurial attitude and capacity of universities' students that could be cultivated and excited through off-campus internships program. A questionnaire-based survey was conducted. There are three types of separate questionnaire, for teachers, students, and business staffs were designed. There were 165 questionnaires delivered to teachers and 620 to students from 31 universities in Taiwan. There were 98 valid questionnaires from teachers were received, representing a valid response rate of 59.39%. There were 370 valid questionnaires from students were returned, representing a valid response rate of 59.67%. There were 60 questionnaires delivered to duty-free stores staffs and 52 valid questionnaires returned, representing a valid response rate of 86.67%. The results show that respondents generally agree that off-campus internships program can cultivate student's entrepreneurial attitude and excite their entrepreneurial capacity. Finally, there are sevel recommendations proposed.Index Terms-Off-campus internship, entrepreneurial capacity, entrepreneurship education, internship education.

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Can the entrepreneurship course improve the entrepreneurial intentions of students?

Cited by 117 publications

References 16 publications

Factors Associated with Entrepreneurial Intentions in Doctor of Pharmacy Students

Factors Associated with Entrepreneurial Intentions in Doctor of Pharmacy Students

In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education

The Affect of off-Campus Internships Program on Universities Student‘s Entrepreneurial Attitude and Capacity

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