The effects of entrepreneurship education

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 s...

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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
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Abstract	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.
AbstractList	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. 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. [Copyright Elsevier B.V.] 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. [PUBLICATION ABSTRACT] 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. All rights reserved, Elsevier
Author	Graevenitz, Georg von Harhoff, Dietmar Weber, Richard
Author_xml	– sequence: 1 fullname: Graevenitz, Georg von – sequence: 2 fullname: Harhoff, Dietmar – sequence: 3 fullname: Weber, Richard
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Snippet	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...
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SubjectTerms	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
Title	The effects of entrepreneurship education
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