The Impacts of a Blended Entrepreneurship Course on Secondary Students' Entrepreneurial Self-Efficacy and Entrepreneurial Intentions

Abstract

This mixed-methods study examined the impacts of a blended entrepreneurial course on secondary students’ entrepreneurial self-efficacy (ESE) and intentions, which were measured with pre- and post-surveys. The artifacts students created (elevator pitches and business canvas models) were collected. Survey results revealed no improvement in ESE, but significant improvements in two dimensions of intentions: professional attraction and entrepreneurial capacity. Artifact results showed that students could identify problems and generate solutions, but they could not project revenues. These findings suggest that blended courses can increase students’ professional attraction of entrepreneurship and entrepreneurial capacity and enable them to identify problems and generate solutions.

Curricular and Extracurricular Entrepreneurial Activities Supporting Entrepreneurial Self-Efficacy and Desirability of Rural Youth

“…Zhang et al (2014) illustrated a positive correlation between EE and perceived entrepreneurial desirability. Similarly, Hershmann et al (2022) found that curricular activities can increase the desirability of entrepreneurship as a career choice among students. If pupils have experienced entrepreneurial curricular activities, such as participating in the Youth Achievement program, their entrepreneurial desirability is amplified (Peterman and Kennedy, 2003).…”

“…Although changes in ESE before and after curricular activities are not necessarily important (Huber et al, 2014; Morris et al, 2013; Von Graevenitz et al, 2010), previous research has noted that curricular activities and pedagogical choices positively influence students’ perceptions of their entrepreneurial skills and competencies (Birdthistle et al, 2016; Liñán and Chen, 2009) and their ESE (Shinnar et al, 2014; Zhao et al, 2005). However, research in this area is not consistent, as a study by Hershmann et al (2022) showed that some curricular activities may not improve students’ ESE. The common rationale, though, is that exposing students to curricular activities, such as cases, course work, and teaching methods, supports their entrepreneurial self-confidence (Arranz et al, 2017).…”

“…Curricular entrepreneurial activities have often been shown to have a positive influence on students’ ESE (Newman et al, 2019), but the findings are not consistent. Hershmann et al (2022), for example, observed that participation in a blended entrepreneurship course does not strengthen students’ ESE. Arranz et al (2017), in turn, found that extracurricular activities, such as conferences and business visits, as well as facilities and infrastructures for entrepreneurship, enhance students’ entrepreneurial interests.…”

Determining the Roles of School Management Teams in Fostering Entrepreneurship among Learners

“…They discovered that students in entrepreneurship education demonstrated a statistically significant increase in entrepreneurial mindset, specifically in communication and collaboration, opportunity recognition, critical thinking, and problem-solving. In another study, Hershmann et al (2023) indicate that some learners could recognise issues and produce solutions but could not forecast income. According to Alakaleek et al (2023), entrepreneurship education improved students' knowledge and behaviour.…”