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 var… Show more
“…It is also well implemented that learning with peers' interaction will transfer the feelings of experiments into a real context (Hamari, 2013;Ryan & Deci, 2000). Furthermore, most studies of entrepreneurship training are unable to develop longitudinal approach and direct relationship between training and entrepreneurship behaviors (Fayolle et al, 2016;Kamovich & Foss, 2017). This study, therefore, focuses on the development of entrepreneurial intention as part of entrepreneurship behavior (Carr & Sequeira, 2007;Kautonen et al, 2009;Kautonen et al, 2015;Schwarz Erich, 2009).…”
Gamification is an educational approach to motivate and influence students' behaviors in learning with the intention of achieving learning outcomes. The primary objective of the study is to examine students' intentions to become entrepreneurs as an impact of gamification model learning in Entrepreneurship or Business Plan courses in BINUS ONLINE Learning. Data collection was carried out for 400 students who took Entrepreneurship and Business Plan courses for 1 month using questionnaires. The data was then analyzed using multiple linear regression approach. The result shows that attitude towards behavior (ATB), perceived behavior control (PBS), and subjective norms partially give positive impacts and they are significant to entrepreneurial intentions. Perceived behavioral control (PBC) is the dominant factor in forming entrepreneurial intentions for students.
“…It is also well implemented that learning with peers' interaction will transfer the feelings of experiments into a real context (Hamari, 2013;Ryan & Deci, 2000). Furthermore, most studies of entrepreneurship training are unable to develop longitudinal approach and direct relationship between training and entrepreneurship behaviors (Fayolle et al, 2016;Kamovich & Foss, 2017). This study, therefore, focuses on the development of entrepreneurial intention as part of entrepreneurship behavior (Carr & Sequeira, 2007;Kautonen et al, 2009;Kautonen et al, 2015;Schwarz Erich, 2009).…”
Gamification is an educational approach to motivate and influence students' behaviors in learning with the intention of achieving learning outcomes. The primary objective of the study is to examine students' intentions to become entrepreneurs as an impact of gamification model learning in Entrepreneurship or Business Plan courses in BINUS ONLINE Learning. Data collection was carried out for 400 students who took Entrepreneurship and Business Plan courses for 1 month using questionnaires. The data was then analyzed using multiple linear regression approach. The result shows that attitude towards behavior (ATB), perceived behavior control (PBS), and subjective norms partially give positive impacts and they are significant to entrepreneurial intentions. Perceived behavioral control (PBC) is the dominant factor in forming entrepreneurial intentions for students.
“…Overall, practitioners, policy makers and also scientists seem to be convinced about the positive impact of EE; EE seems to be beneficial for the development of all sorts of early stage entrepreneurial outcomes, for instance entrepreneurial intentions, skills and attitudes (Bae, Qian, Miao, & Fiet, ; Martin, McNally, & Kay, ). However, meta‐analyses and systematic reviews also highlight methodological weaknesses (e.g., lack of control groups) in EE studies and, from an educational sciences point of view, lack of detailed reporting on alignment between teaching/learning objectives, delivery mode and impact assessment mode (Kamovich & Foss, ). Moreover, Kamovich and Foss () clearly conclude in their systematic review that research on the impact of EE has raced ahead of the theory necessary to confirm and explain it.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…However, meta‐analyses and systematic reviews also highlight methodological weaknesses (e.g., lack of control groups) in EE studies and, from an educational sciences point of view, lack of detailed reporting on alignment between teaching/learning objectives, delivery mode and impact assessment mode (Kamovich & Foss, ). Moreover, Kamovich and Foss () clearly conclude in their systematic review that research on the impact of EE has raced ahead of the theory necessary to confirm and explain it. One area—which informs EE on a practical as well as theoretical level—in which much progress has been made during the last 5 to 10 years is that of the development of competence frameworks.…”
Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit-driven mentality. As sustainable development is a value-oriented and normative concept, the role of individual ethical norms and values in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which wouldbe entrepreneurs were subjected to a questionnaire (n = 398) and to real-life decision-making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit-driven mentality.
“…RESEARCH CONTEXT: MEASURING THE IMPACT OF EE Impact studies on EE aim to establish whether a pedagogical intervention has caused any change in specific outcome variables. The outcomes measured need to be carefully aligned with the intended learning outcomes for the EE course (Kamovich and Foss, 2017) and may address changes in students' hearts, minds and behaviour (Souitaris et al, 2007). The importance of evaluating the outcomes of EE has been widely acknowledged (Mets et al, 2017), and different frameworks have been suggested for categorizing entrepreneurship learning outcomes.…”
True experimental design and quasi-experimental design are considered to be rigorous research designs appropriate for assessing the impact of pedagogical interventions. This study explores the extent and application of experimental design in impact research on entrepreneurship education (EE) based on a systematic literature review. The findings reveal a substantial lack of methodologically rigorous studies on EE impact, which has severe implications for the accumulated knowledge on the subject. Furthermore, the article summarizes the findings from the body of experimental impact studies with a strong research design and concludes by indicating fruitful avenues for future research.
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