Success factors of academic entrepreneurship education: a new approach

Thomas, Oliver; Wulf, Torsten

doi:10.1504/ijesb.2021.117346

Cited by 1 publication

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“…Furthermore, entrepreneurship researchers (Sánchez, 2011; Souitaris et al, 2007; Thomas and Wulf, 2021) have argued that there is a positive relationship between inspiration and entrepreneurial intention. Sánchez (2011) argues that inspiration is what gives rise to attitude, thus the concept of inspiration can be seen as an antecedent of individuals’ attitudes; that is, the aforementioned determinant of intention according to the Theory of Planned Behaviour.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

“…An enhanced social network may lead to the perception of being able to start a business, which in turn can influence perceived behaviour control, one of the three determinants in the Theory of Planned Behaviour (Ajzen, 1991). Moreover, scholars argue that individuals who are embedded in an entrepreneurial environment are positively influenced in their decision to start a venture by their social network, especially at the beginning of this decision-making process (Davidsson and Honig, 2003; Minniti, 2005; Thomas and Wulf, 2021).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

“…Many entrepreneurship scholars have theoretically proposed that EE leads to higher knowledge and skills (Bae et al, 2014; DeTienne and Chandler, 2004; Gimeno et al, 1997; Graevenitz et al, 2010; Kim et al, 2006; Liñán, 2008; Thomas and Wulf, 2021). Empirical evidence for this relationship was provided by Martin et al (2013), who conducted a meta-analysis examining 17 EE studies and found a significant weighted correlation of 0.237 between EE and entrepreneurship-related knowledge and skills.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

“…Entrepreneurship education (EE) programs and the number of chairs in entrepreneurship have proliferated in universities worldwide (Fretschner and Weber, 2013; Martin et al, 2013; Nabi et al, 2017). By promoting entrepreneurship, governments hope to generate further economic growth and employment, and universities can play a pivotal role in stimulating entrepreneurship (Kuratko, 2005; Mwasalwiba, 2010; Rauch and Hulsink, 2015; Thomas and Wulf, 2021).…”

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confidence: 99%

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Entrepreneurship education: Which educational elements influence entrepreneurial intention?

Thomas

2022

Industry and Higher Education

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Entrepreneurship is considered a critical factor in stimulating economic growth and creating employment. Entrepreneurship education is viewed as one of the key instruments for increasing entrepreneurial intention and activities. However, it remains unclear which elements of entrepreneurship education are most influential in shaping a participant’s intention to start a venture. This study aims to fill this gap by examining the impact of entrepreneurship education and the mediating role of alertness, inspiration, social networks and the acquisition of knowledge and skills (the rational “learning” component of entrepreneurship education) in a participant’s intention to start a venture. Drawing on entrepreneurship education theory, the author proposes that entrepreneurship education increases entrepreneurial intention if it induces a perceived increase in alertness, inspiration, social networks or knowledge and skills among participants. The empirical results of the multiple hierarchical regression analysis provide support for a full mediation effect of inspiration, social networks and knowledge and skills on the relationship between entrepreneurship education and entrepreneurial intention. These findings contribute to research in entrepreneurship education, enhance understanding of the main success factors in entrepreneurship education and offer useful insights for practitioners when developing effective entrepreneurship programs.

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