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The impact of entrepreneurship education in higher education : A systematic review and research agenda

Author

Listed:
  • Ghulam Nabi

    (EM - EMLyon Business School)

  • Francisco Linan
  • Alain Fayolle
  • Norris F. Krueger
  • Andreas Walmsley
Abstract
Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of learning outcomes, analysing 159 published articles from 2004-2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Re-confirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely under-describe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasised directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mindset, focus on the impact indicators related to the intention-to-behaviour transition, and explore the reasons for some of the contradictory findings in impact studies including person-, context- and pedagogical model-specific moderators.

Suggested Citation

  • Ghulam Nabi & Francisco Linan & Alain Fayolle & Norris F. Krueger & Andreas Walmsley, 2017. "The impact of entrepreneurship education in higher education : A systematic review and research agenda," Post-Print hal-02276714, HAL.
    • Handle: RePEc:hal:journl:hal-02276714
    Note: View the original document on HAL open archive server: https://hal.science/hal-02276714v1
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    References listed on IDEAS

    as
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