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Evaluation of the Outcomes of Entrepreneurship Education Revisited: Evidence from Estonia and Latvia
Abstract
Full version of the PhD thesis: culmination of a five-year work (sweat and tears but also joy and excitement!)
... The objective or direct impact measurement domain deals with the measurement of entrepreneurial competencies according to changes in business knowledge and practices of nascent entrepreneurs, that is, the number of established enterprises or start-ups by the products of EE and performance indicators that are traceable in the entrepreneurship domain (Kozlinska 2016). The advocates of this indicator trace the involvement of participants of EET in new venture creation or start-up activities or graduate spin-offs and changes in entrepreneurial practices. ...
... Related to this, Smith (2015) argued that routine data on business start-ups and self-employment could be used as an impact indicator when measuring EET programmes' impacts. Smith's (2015) argument is in line with Kozlinska (2016), who contended that the number of graduates who venture into self-employment and start-ups is a universally accepted measure of the impact of EET. Similarly, a study by the European Commission in 2012 on the effects and impact of entrepreneurship programmes in higher education measured the impact of the EET on society and economy and graduate employability. ...
... Self-employment Nasr and Boujeldene (2014), European Commission (2012), Galloway et al. (2015), Kozlinska (2016) and Smith (2015) Society or economy European Commission (2012), Martin et al. (2013) and Rigley and Rönnqvist (2010) ...
Orientation: Research has highlighted the significant role of entrepreneurship education and training (EET) in transforming individual lives, communities and nations.Research purpose: The purpose of the study was to explore the impact measurements of entrepreneurship education outcomes by exploring its indicators and methodological approaches and its associated challenges.Motivation for the study: The impact measurement of entrepreneurship education is an under-researched area of study. This study intends to close this gap.Research design, approach and method: A scoping review was conducted on 80 articles and dissertations using the Arksey and O’Malley framework to explore the extent, range and nature of literature on the impact measurements of entrepreneurship education.Main findings: The study found three leading impact measurement indicators of entrepreneurship education – the subjective, objective and institutional-framework. The most commonly utilised methods of measuring the impact of entrepreneurship education are the pre and post-test or post-test, longitudinal and experimental designs. The findings also reveal that the primary challenge of impact measurement studies is self-selection of individuals who participate in EET programmes because of their desire to pursue entrepreneurial activities.Practical/managerial implications: The impact measurement indicators of entrepreneurship education should be tailored to a specific audience and stakeholders’ perspectives and also assess the participant’s development, society and the national economy. The article, situated on the premise of the constructivists’ recommendation that learners are not tabula rasas; the measurement of the impact of entrepreneurship education should instead focus on ex-post results and not pre-post results.Contribution/value-add: The study could assist entrepreneurship education curriculum evaluators to understand the various indicators and methods of measuring the impact of entrepreneurship education.
... On the other hand, more recent cognitivist learning theories (2) provide the basis of the current general education system. Cognitivism focuses on individual knowledge acquisition, based on the learner's cognition, where behavior results from the thought process (Kozlinska, 2016;Krueger, 2007;Mueller & Anderson, 2014). The pedagogy behind this learning theory relies on an individual teaching approach based on the cognitive level of the learner (Bandura, 1971;Mueller & Anderson, 2014). ...
... Cognitivism has many applications because students, especially in secondary education, learn from methods, and teachers test this through a summative assessment (e.g., tests, final exams). In the general education system, cognitivism is often mixed with behaviorism (Kozlinska, 2016). Also, in entrepreneurship education, we see examples of a mix between cognitivism and behaviorism (Kozlinska, 2016), such as the accounting and marketing modules based on knowledge acquisition. ...
... In the general education system, cognitivism is often mixed with behaviorism (Kozlinska, 2016). Also, in entrepreneurship education, we see examples of a mix between cognitivism and behaviorism (Kozlinska, 2016), such as the accounting and marketing modules based on knowledge acquisition. ...
Despite the increase in entrepreneurship initiatives and interventions, there is a poor understanding of entrepreneurship programs' principles and learning objectives in secondary education. This study provides insight into the current range of entrepreneurship programs and their underlying pedagogy in secondary education in the Netherlands. To structure the analysis, we used the 11 design principles of Baggen et al. (Entrep Educ Pedagog 5(3):347–374, 2022). Data were collected from three different sources: the Vecon Business Schools (VBS) application forms, interviews with VBS schools, and additional documents. The findings show that most schools are unfamiliar with the definitions of entrepreneurship education. Many of the principles of broad entrepreneurship education focus on personal growth and the development of an entrepreneurial mindset. These are not always recognizable in secondary schools' current offerings of entrepreneurship education. Furthermore, the pedagogies on which entrepreneurship programs are based are mostly traditional, despite literature showing that (socially) constructivist entrepreneurship programs lend themselves better to developing an entrepreneurial mindset.
... • Creativity (Lackéus 2015) • Collaborative skills (Dahlstedt and Hertzberg 2012) • Resilience to failures (Kozlinska, 2016.) • Goal setting skills (Jones and Iredale 2014) • Improved engagement, attitudes to learning and school (Kirkley 2017) • entrepreneurial skills, knowledge (Ho et al. 2018;Lackéus 2020), ...
... • Increased attendance (Young, 2014) • Heightened student engagement from passion for projects and ventures (Elo 2016;Kirkley 2017) • Motivated, creative, resourceful, and enthusiastic teachers with entrepreneurial behaviour (Hanson 2018;Neto, Rodrigues, and Panzer 2017) • Mentoring (Kozlinska, 2016.) • ...
Effective implementation of entrepreneurship education requires more than government policy to enable teachers and leaders to implement the content and pedagogy required for successful and innovative programmes to occur in schools. This paper provides an up-to-date literature review of research into the characteristics of teachers and school leaders who have intentionally implemented entrepreneurship education. This review was conducted in order to gain insight into the attitudes and values of teachers, the role of leadership and the enablers and barriers to success. This systematic review of the literature found 61 studies relating to the approach teachers and leaders took when implementing entrepreneurship education and factors that enabled successful implementation. Six enablers, which support effective implementation of entrepreneurship education were identified: consensus between teachers on methods, support from leadership, an entrepreneurial school culture, prioritisation, professional development, and teacher networking. Implications of the review included the need for research into how to support leaders to seek professional development in entrepreneurship education and strategies to implement the approach. A comparison of the effectiveness of different pedagogical methods provides an opportunity to measure the relevance of the approach, which the authors argue begins to address social and employment-related issues arising from the COVID-19 pandemic.
... EE has proliferated over the last years, with the prevalent assumption that it will improve socio-economic developments through enhanced entrepreneurial abilities (Padilla-Angulo et al., 2021;Kozlinska, 2016). The findings suggest that beyond fostering entrepreneurship competencies and entrepreneurial intentions (Lv et al., 2021;Nabi et al., 2017;Bae et al., 2014;Martin et al., 2013;Van Gelderen, 2012), the promotion of autonomy and competence within educational institutions also has implications for the PWB and health of these future entrepreneurs. ...
Purpose
We examine an integrative model associating entrepreneurial motivation and job satisfaction with basic psychological needs satisfaction and the psychological well‐being (PWB) and health problems of European entrepreneurs. In contrast with previous literature that focuses mainly on hedonic well‐being, this study examines well‐being by using a eudaimonic perspective and the link between entrepreneurial motivation and entrepreneurs' PWB.
Design/methodology/approach
Based on the self‐determination theory (SDT) and using structural equation modeling, this study examines a European representative sample composed of 7,878 entrepreneurs from the sixth European Working Conditions Survey (6th EWCS; Eurofound [2015] database).
Findings
This study finds a positive relationship between the satisfaction of the need for autonomy and competence and opportunity motivation, which in turn is positively associated with job satisfaction. This study also finds that need satisfaction is positively associated with entrepreneurs' PWB and job satisfaction, which in turn is positively associated with entrepreneurs' PWB and health. Results highlight the relevance of SDT, opportunity motivation, and job satisfaction to understanding entrepreneurs' PWB and health.
Originality
To the best of our knowledge, this is the first integrative model relating satisfaction of basic psychological needs (autonomy and competence) and diverse individual outcomes related to work (job satisfaction, PWB, and health) of European entrepreneurs by considering entrepreneurial motivation. This study examines a large and representative European sample, in contrast with previous research focusing on the Anglosphere nations.
... Researchers developed a framework for entrepreneurship perceptions and emotions, and their importance in entrepreneurship education, [8], [9]. ...
The paper aims to search for new approaches to entrepreneurship education in the digital age-related to the use of digital tools to achieve study results, such as expanding knowledge and increasing students’ entrepreneurial intention. This study examines various sources of scientific literature on digitization trends and challenges for entrepreneurship education and provides a statistical analysis of primary data. Identification of innovative learning tools, such as digital automatic software, and empirical research on the effectiveness of using the digital tool KABADA in the study process was carried out. The study reveals that university culture, lecturers’ and students’ competencies, and industry expectations are essential factors for the introduction of digitization in entrepreneurship education. The authors identified a new approach to entrepreneurship education using the digital automated software KABADA to create structured business plans that promote entrepreneurial intentions, but its use must be combined with classical studies.
... However, Lackéus et al. (2011) spoke specifically to challenges in VCPs both within and outside the scope of the educator facilitating learning. Inherit tensions emerge when real venture creation (Aadland & Aaboen, 2018;Lackéus & Williams-Middleton, 2015) is introduced into education involving curriculum, student assessment, and specific (required) learning objectives (Hägg & Kurczewska, 2016;Kolb & Kolb, 2005;Kozlinska, 2016;Neck & Greene, 2011). ...
Entrepreneurship education is an increasingly distinct domain with particular approaches emphasizing experiential and action-based design. Action-based entrepreneurship education aims to deliver authenticity in entrepreneurial experiences while simultaneously facilitating learning and fair assessment. A venture creation program (VCP) is one such type of action-based entrepreneurship education which uses the creation of a new venture as the main vehicle for students' learning, complemented with more traditional educational content. Engaging students in creating real-life ventures enables unique opportunities for learning but introduces a tension between didactic and pragmatic approaches and thus various challenges for educators. This paper's purpose is to address current controversies related to VCPs and offer research-driven suggestions to key challenges. The empirical investigation, consisting of focus group data and individual interviews , builds on the accumulated knowledge of a global collaborative forum for VCPs-the VCP Forum-which consists of 11 VCPs in six countries in Europe and North America. The findings highlight three main areas that present challenges to educators: (1) facilitating students' venture creation processes, (2) assessment of the students' work connected to real-life activity, and (3) mitigating interaction with external stakeholders. The present paper contributes to entrepreneurship education research by suggesting areas for pedagogic development that need further investigation.
... Leaders who make the most impact on improving student outcomes adapt their strategies to suit the local context (Day et al., 2016). Effective educational leaders seek networks with the local community as they can provide mentorship (Kozlinska, 2016), authentic learning experiences (Ruskovaara et al., 2016) and guidance on trends in entrepreneurship in a range of community projects and employment areas (Bischoff et al., 2018;Lee et al., 2018). However, incorporating context into defining entrepreneurship education has been debated and seen as counter-intuitive to entrepreneurship for individual agency and diversity (Blenker et al., 2012). ...
Entrepreneurship education in primary and secondary schools has the potential to foster student creativity and innovation and to support learning that recognises opportunities in a dynamic and challenging global community. This chapter provides a background to recent research in entrepreneurship education and school leadership, which are vital to fostering successful student learning, and proposes researchers utilise a Delphi method to gain insights from local community entrepreneurship leaders given their understanding of the local context. These community experts are able to identify locally relevant ways to deliver entrepreneurship education and schools that are known to exemplify successful models. The Delphi method is adaptable for both quantitative and qualitative research and offers the potential for mixed research for targeted deeper inquiry into the vital role of leaders in model entrepreneurship education schools. Recommendations are made for both researchers and school leaders to develop an understanding of the local context for entrepreneurship with a Delphi study.
... Bikse, Riemere, Rivza (2014) concluded in their study that there is a need to improve the teaching and training of entrepreneurship in Latvia and to implement targeted career education measures. Kozlinska (2016) believes that Latvia is slightly lagging behind Estonia in entrepreneurship education as it has not been actively lobbied in Latvian political circles and is still sometimes treated as part of management education. ...
This study seeks to investigate the entrepreneurial perceptions among the students regarding their professional careers analyzing macro, micro and entrepreneurial education factors in Latvia, including the analysis of gender differences. The research is based on the analysis of data collected through a survey. The paper uses statistical analysis involving the measures of descriptive statistics (absolute and relative frequencies, means and respective standard deviations) and inferential statistics to examine the differences within an original dataset of 360 young people in Latvia. The results reveal several statistically significant gender differences. This research contributes to enriching literature and also adds value to studies on entrepreneurial perceptions divided by gender. Understanding the factors which shape entrepreneurship education, macrofactors and microfactors affecting young people's decisions and perceptions, education systems and public policies would allow adjusting and designing policies aiming to boost entrepreneurship education and enhance entrepreneurship as a career choice and balance it in a gender context. JEL Classification: A230, I230
The study of the effectiveness of Entrepreneurship Education Programs (EEP) responds to high educational, social, political and economic challenges. Indeed, the ubiquity of entrepreneurship courses requires a more rigorous assessment of their effectiveness. Among the various factors influencing effectiveness, we were interested in studying the impact of teachers on the effectiveness of EEPs. The question we explored was, "To what extent can entrepreneurship teachers influence the effectiveness EEP?"A systematic and critical literature review allowed us to detect gaps in the literature of entrepreneurial education. We have mobilised a multidisciplinary approach integrating other fields. We propose a theoretical framework and empirical steps to study the effectiveness of entrepreneurship courses via their impacts, focusing on the decisive role played by entrepreneurship educators., We examined in particular the diverse effects of different passions of entrepreneurship professors on the outcomes of entrepreneurial education on the one hand and on participants in entrepreneurship courses on the other.Indeed, evaluations of entrepreneurial education are usually conducted to assess if the programme succeed in achievement of announced learning objectives. Furthermore, those evaluations consist principally of an assessment of short-term objectives of entrepreneurship education. We have however demonstrated that studying the effects of education on individuals is a burgeoning field and that it could open up new research avenues on the impacts of entrepreneurial education.In the vein of studying the link between different capitals and entrepreneurial education, we have chosen to study entrepreneurial psychological capital (EPC). Given the existence of studies highlighting the positive impact of the EPC on organizational behaviours as well as on entrepreneurial processes, tried to shed more lights on the development of this capital, for students who have participated in an entrepreneurship education program.As for entrepreneurship teachers, we studied their passion for the subject they taught (i.e., entrepreneurship in our case), their passion for the activity (i.e., teaching in our case) but also the passion perceived by their subjects of teaching (i.e., students in our case).As a first step, we developed a conceptual model allowing us to understand how the link between the different models of entrepreneurship education, the roles played by teachers and the different learning outcomes is impacted by the different passions of the latter. Then we conducted a longitudinal empirical study, to understand how entrepreneurship education can have a lasting impact on all students. We observed that EEPs can improve students’ EPC. Results showed that declared passions of educators could not explain the development of this capital. Only when this declared passions were coupled with perceived passion by the programme participants that the hierarchical regression model used in our study, could demonstrate a causal relationship between those variables.This thesis is divided into three chapters. A first chapter highlights the importance of this research, details its objectives and underlying questions, sets out the conceptual framework and the positioning of the work carried out and presented in the second chapter. The work presented in this chapter has tried to underline the impact of EEPs and more specifically, entrepreneurship teachers on the results of the courses but also on the participants. The third chapter puts in advance the contributions of our work, but also sets out the limits and future avenues of research. The different implications of this thesis are then discussed.
Background: In the first quarter of 2021, the official unemployment rate in South Africa was 32.6%. Among young persons between the ages of 15 and 34, the figure was 46.3%. One in two young people in the labour market are unemployed, Entrepreneurship is widely recognised as an effective mechanism to address the tripartite challenges of unemployment, inequality, and poverty.
Aim: The study’s aim was to look into the factors that influence matric commerce students’ entrepreneurial intentions in rural KwaZulu-Natal, South Africa.
Setting: A survey was conducted among commerce students in 11 districts of KwaZulu-Natal.
Methods: The study was based on a sample of 433 commerce students from the matric commerce students, South Africa. Data were gathered through a self-administered questionnaire using a five-point Likert scale. Descriptive statistics, confirmatory factor analysis and structural equation modelling were performed on the data.
Results: The results of the study show that attitude towards entrepreneurship, entrepreneurial self-efficacy and entrepreneurial education are key drivers of entrepreneurial intention. The study found no evidence of innovativeness as a driver of entrepreneurial intention.
Conclusion: The study recommends that the department of basic education should develop strategies that will help innovative and creative students to embrace entrepreneurship. This is because entrepreneurs typically operate in perfect market conditions, with homogeneous products and freedom of entry and exit, so innovativeness is critical.
ResearchGate has not been able to resolve any references for this publication.