The effects of entrepreneurship education

• Published in: Journal of economic behavior & organization Vol. 76; no. 1; pp. 90 - 112
• Main Authors: Graevenitz, Georg von, Harhoff, Dietmar, Weber, Richard
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier B.V 01.10.2010; Elsevier; Elsevier Sequoia S.A
• Series: Journal of Economic Behavior & Organization
• Subjects: Aptitudes; Bayes-Statistik; Bayes’ Rule; Betriebswirtschaftslehre; Business management; Education; Education policy; Entrepreneurs; Entrepreneurship; Entrepreneurship education; Entrepreneurship Education Bayes' Rule Learning Signals; Entwicklung; Europe; Führungskraft; Graduates; Impact analysis; Learning; Lehrplan; Level of education; Public policy; Quantitative Finance; Selbstständiger; Signalling; Signals; Students; Studies; Studium; Test; U.S.A; Unternehmen; Wirkungsanalyse; United States > US; Europe; Learning; L26; Education; Entrepreneurship; Bayes’ Rule; Signals; J24; D83; M13; Bayes' Rule; education; signals; entrepreneurship; learning
• ISSN: 0167-2681; 1879-1751; 0167-2681
• DOI: 10.1016/j.jebo.2010.02.015

Entrepreneurship education ranks high on policy agendas in Europe and the US, but little research is available to assess its impact. To help close this gap we investigate whether entrepreneurship education affects intentions to be entrepreneurial uniformly or whether it leads to greater sorting of students. The latter can reduce the average intention to be entrepreneurial and yet be socially beneficial. This paper provides a model of learning in which entrepreneurship education generates signals to students. Drawing on the signals, students evaluate their aptitude for entrepreneurial tasks. The model is tested using data from a compulsory entrepreneurship course. Using ex-ante and ex-post-survey responses from students, we find that intentions to found decline somewhat although the course has significant positive effects on students’ self-assessed entrepreneurial skills. The empirical analysis supports the hypothesis that students receive informative signals and learn about their entrepreneurial aptitude. We outline implications for educators and public policy.