The medium-term impact of entrepreneurship education on labor market outcomes: Experimental evidence from university graduates in Tunisia

Alaref, Jumana Jamal Subhi; Brodmann, Stefanie; Premand, Patrick

doi:10.1016/j.labeco.2019.101787

Cited by 30 publications

(27 citation statements)

References 51 publications

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“…2014). In fact, we know of only two other experiments worldwide of school-based entrepreneurship education, and neither focused on secondary students (Premand et al 2012 andAlaref, Brodmann, andPremand 2019 on university students in Tunisia; and Huber, Sloof, and Van Praag 2014 on primary students in the Netherlands). Other experiments to encourage entrepreneurship, such as Blattman, Fiala, andMartinez (2014, 2018) or Alibhai, Buehren, and Papineni (2016), target a mostly older population that has already left school.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship education and teacher training in Rwanda

Blimpo

Pugatch

2019

Journal of Development Economics

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We assess, via an experiment across 207 secondary schools, how a comprehensive teacher training program affects the delivery of a major entrepreneurship curriculum reform in Rwanda. The reform introduced interactive pedagogy and a focus on business skills in the country's required upper secondary entrepreneurship course. In addition to the government's standard training, a random sample of schools received intensive training organized by an NGO for two years. The training consisted of (i) six training sessions during school breaks, ii) exchange visits each term where teachers provided feedback to their peers, and (iii) outreach and support from NGO staff at least twice per year. The program increased teachers' use of active instruction, consistent with the reform's features. These effects on pedagogy did not translate into improvements in student academic outcomes or skills. Treated students increased their participation in businesses by 5 percentage points, or 17% of the control mean, with a commensurate decrease in wage employment, and no effect on overall income. These results suggest substitution between entrepreneurship and employment among students in treated schools.

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Section: Introductionmentioning

confidence: 99%

Entrepreneurship education and teacher training in Rwanda

Blimpo

Pugatch

2019

Journal of Development Economics

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“…We, however, conclude our discussion in this section on a note of caution. The study in [27] concluded that the entrepreneurship track established at tertiary education institutions in Tunisia to foster a culture of entrepreneurship and increase employment outcomes did not have sustained impact in the medium-term, as business ideas and projects, despite significant results being shown in the short-term, were later abandoned. As the authors imply, other factors beyond entrepreneurship education, such as coaching and access to financing, need to be considered to have successful outcomes in the fostering of entrepreneurship.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Thus, despite the relationship that exists between entrepreneurship education and entrepreneurial intentions, the entrepreneurial-minded computing or engineering graduate may be demotivated from pursuing business if conditions such as these are unfavourable. As [27] suggests, consideration should be given to providing a supportive environment if longterm success is to be achieved. Notwithstanding, entrepreneurship education is necessary to strengthen future entrepreneurs who participate in the building of the economy and sustaining of our society [28] hence its importance should not be diminished, but enhanced through a broadened understanding of the conditions for entrepreneurial success.…”

Section: Findings and Discussionmentioning

confidence: 99%

Computing and engineering students’ perceptions of entrepreneurship education in a Jamaican university

Facey-Shaw¹,

Mcken²,

Warren³

et al. 2019

Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation

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Entrepreneurship fosters growth and competitiveness in a country's economy. University students, especially those in the technical fields, have the potential to found high growth technological-based innovative ventures. This paper looks at student perceptions of entrepreneurship education among undergraduate computing and engineering students at the University of Technology, Jamaica as a first step in fostering entrepreneurial intentions. Students appear to have limited exposure to entrepreneurial education which can affect their entrepreneurial intentions and reduce their inclination to start a business. Implications are that deliberate formal and informal curriculum activities should be instituted to promote innovation and entrepreneurship among computing and engineering students so that their technical education can lead to greater participation in entrepreneurial programs and activities. The significance is that increased participation among this group can result in technologically based businesses which can address the human capital gap in the Latin American and Caribbean region.

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“…Business owners are also required to be able to adapt while identifying various current situations that present various developments such as in the aspect of technology (Jena, 2020). If a company is not ready to manage these changes can result in defeat in market competition (Alaref, Brodmann, & Premand, 2019). This innovation disruption creates new challenges in doing business such as increasing cost efficiency, improving product and service quality, business process reengineering, product and process innovation, production and distribution speed, and other challenges that are not easy (Fianto, 2020a;Santoso, Shinta, & Fianto, 2019b).…”

Section: Introductionmentioning

confidence: 99%

“…The innovation disruption is certainly driven by human resources who play a strategic role to develop the company's core competencies so as to have sustainable competitive advantages (Alaref et al, 2019). In this effort, human resources have become a key element in winning market competition (Ndou et al, 2018;Rei et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Role of Entrepreneurship Education in a Disruptive Age

Fianto¹,

Asiyah

Rinuastuti³

2020

JMM UNRAM

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This study aims to determine (1) the influence of entrepreneurship education on entrepreneurship motivation ofmanagement student and (2) the influence of entrepreneurship education on entrepreneurial skills of management education student. This research is associative causal research with a quantitative approach. The variables of this research are in entrepreneurship education as independent variables, motivation and entrepreneurial skills as the dependent variable. The sample of population in this research is management education student respondents for about 213 students in East Java, Indonesia. Data collection techniques in this research using questionnaires and documentation. Data analysis method used was Structural Equation Model-Partial Least Square. This research finds that entrepreneurship education have a positive and significant effect towards entrepreneurship motivation and this research also finds that entrepreneurship education have a positive and significant effect towards entrepreneurship skill. From those findings, this research concludes that entrepreneurship education have a significant role in the disruptive age.

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The medium-term impact of entrepreneurship education on labor market outcomes: Experimental evidence from university graduates in Tunisia

Cited by 30 publications

References 51 publications

Entrepreneurship education and teacher training in Rwanda

Entrepreneurship education and teacher training in Rwanda

Computing and engineering students’ perceptions of entrepreneurship education in a Jamaican university

The Role of Entrepreneurship Education in a Disruptive Age

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