Purpose – Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB).Design/methodology/approach – TPB is a relevant tool to model the development of entrepreneurial intention through pedagogical processes. The independent variables are the characteristics of the EEP and the dependent variables are the antecedents of entrepreneurial behaviour. To illustrate and test the relevance of the evaluation methodology, a pilot study is conducted.Findings – Data are consistent and reliable, considering the small scale of this experiment. The EEP assessed had a strong measurable impact on the entrepreneurial intention of the students, while it had a positive, but not very significant, impact on their perceived behavioural control.Research implications/limitations – This...

Assessing the impact of entrepreneurship education programmes : A new methodology

Purpose – Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB). Design/methodology/approach – TPB is a relevant tool to model the development of entrepreneurial intention through pedagogical processes. The independent variables are the characteristics of the EEP and the dependent variables are the antecedents of entrepreneurial behaviour. To illustrate and test the relevance of the evaluation methodology, a pilot study is conducted. Findings – Data are consistent and reliable, considering the small scale of this experiment. The EEP assessed had a strong measurable impact on the entrepreneurial intention of the students, while it had a positive, but not very significant, impact on their perceived behavioural control. Research implications/limitations – This is a first step of an ambitious research programme aiming at producing theory-grounded knowledge. Reproduction of the experiment will allow researchers to test how specific characteristics of an EEP influence its impact and how the impact differs across several cohorts of students. Those comparisons will serve to improve a priori the design of EEP. Originality/value – The new methodology is built on a robust theoretical framework and based on validated measurement tools. Its originality is about a relative – longitudinal – measure of impact over time and a particular use of the theory of planned behaviour which is seen as an assessment framework.

Assessing the Impact of Entrepreneurship Education Programmes: A New Methodology

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.

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

https://journals.sagepub.com/doi/pdf/10.1177/0149206318793196

Social Entrepreneurship Research: Past Achievements and Future Promises:

The editors of this collection declare its mission to be to ‘stimulate thinking on quality-related issues and to facilitate bringing quality into the mainstream of organisational effectiveness’ (p. ix). I understand the first of these goals, but the precise meaning of the second defeats me; in a way, this is emblematic of the volume as a whole. There is some very interesting material here, and some useful guides to prior work—but there is also much to mystify and some disappointments. The book opens with an erudite and lengthy piece by Lengnick-Hall which plays with the idea that existing Total Quality (TQ) thinking and practice is premised on stable and repetitive environments and organisations, and, in these oso-turbulent times, some new thinking is required. After a brief introduction to TQ, there is a lot of discussion on the wild and intriguing world of complex adaptive systems, with allusions to many relevant literatures. This is an important issue, and has much in common with the debates which gently rage in this journal about the prospects for rational intervention in human systems—although the article ignores Beer, Checkland and Mingers and others whose perspectives would be informative. Indeed, Lengnick-Hall’s analysis focuses on the dynamic instability of human systems rather than the subtler philosophical problems about system ontology and epistemology. Nevertheless, it would be churlish to complain about such omissions when there is such a fecund supply of citations from strategy, operations and organisational analysis, and even (curiously) the poppsychology of Michael Scott Peck. The key weakness of the article is that its abstract prognostications are under-illustrated, and careful use of real examples would make the argument more convincing. Strangely, interesting examples are only a few pages away, and the article by Easton and Jarrell on the Japanese concept of Hoshin Kanri (loosely, ‘policy deployment’, a neglected element of Japanese TQ thinking which relates to the generation and cascading of plans for operational improvement) would be an excellent starting point for a discussion of Lengnick-Hall’s themes. Easton and Jarrell compare the experiences of three US organisations who each work with some variant of the technique, and then contrast these implementations with the ‘ideal’ Japanese system—a highly formal process of planning and control which seems to lie in diametric opposition to LengnickHall’s ruminations on managing complexity. Unfortunately, comparisons are drawn against how Hoshin Kanri is supposed to work in Japan rather than against empirical data from Japanese companies: a matched pair comparison would be more interesting. Nevertheless, the chapter contains some useful commentary and some illuminating insights. Elsewhere in the book, several papers give rather cursory coverage of important ideas without offering new data or sufficient depth to really push the debates forward: Greller presents an outline of feedback in TQ systems, and Knouse examines reward and recognition schemes. Both will be useful for teaching, but had the two authors collaborated one would have expected a richer set of ideas to emerge. Harvey, Buckley and Novicevic examine the important question of how TQ ‘culture’ translates across national boundaries in multi-national corporations, but also settle for ruminations and pointers to further work rather than the presentation or discussion of data. Vaughan and Renn present a systematic and informative account of what they term ‘Customer Service Citizenship Behaviour’, and reflect on how employees and customers interact with the notions of ‘organizational justice’ and the degree of support perceived to be available in the organisation in regard to customer service. The article is well-argued and thoughtful, and is worth closer reading by anyone interested in the management of services in which direct customer–employee contact is central. The final chapter, by Handfield, Calantone and Ghosh, is the most disappointing. At last, the reader is offered a chapter with data, but the methods used are suspect and the resulting conclusions are unsupported by the research. Some rather over-ambitious claims do not seem to integrate with the more thoughtful theorisations offered earlier in the book. Incidentally, the authors ignore the controversy regarding the Baldrige award, and the view of WE Deming (whom they cite approvingly) who once wrote that the award ‘transgresses all that I try to teach’. Overall, the volume is a useful addition to the literature, although it does not live up to its potential. One might hope that for subsequent volumes there might be a greater degree of integration between the contributions, and a more obvious contribution from the academic editors. It is also plagued by more typographic errors, misspelled names, and missing references than one would expect in such an expensively produced book from a respectable publisher.

https://link.springer.com/content/pdf/10.1057%2Fpalgrave.jors.2601260.pdf

Doing Critical Management Research

The World Economic Forum’s Global Education Initiative (GEI) report, Educating the Next Wave of Entrepreneurs provides specific recommendations for the academic, public, private and non-profit sectors to collaborate in supporting the development of entrepreneurship ecosystems, in which education is a key driver. The report highlights the importance of entrepreneurship education for developing the skills, attitudes and behaviours necessary to create jobs, generate economic growth, advance human welfare and stimulate innovation to address global challenges. The report provides a landscape of entrepreneurship education practices across the globe covering youth (with a focus on disadvantaged youth), higher education (focusing on high growth entrepreneurship) and social inclusion (with a focus on marginalized communities). This is the first time entrepreneurship education has been considered in such a comprehensive manner.

Educating the Next Wave of Entrepreneurs: Unlocking Entrepreneurial Capabilities to Meet the Global Challenges of the 21st Century

Equity crowdfunding is an emerging area of research within the broader sphere of entrepreneurship. Since 2012, research activities are steadily advancing, providing the foundation for a promising field of research. Despite ongoing scientific discussions, equity crowdfunding research is still in its infancy and scholarly knowledge remains limited and fragmented. To bring clarity to this fragmented field and to further advance the scientific process, we conduct a systematic literature review of 113 journal contributions and gray papers, published between 2012 and 2017. Based on an in-depth analysis of identified publications, we describe the landscape of the equity crowdfunding field concentrating on two aspects. First, we conduct a descriptive analysis of equity crowdfunding research to illustrate the scientific development. Second, we categorize relevant contributions into five different perspectives: capital market, entrepreneur, institutional, investor, and platform and perform a thematic analysis to reveal dominant themes and sub-themes within each perspective. Our study highlights several promising directions for encouraging further advancements in equity crowdfunding research.

Equity Crowdfunding: A Systematic Review of the Literature

This paper provides an overview of the state of art of research on social entrepreneurship and the establishment of this topic in the academic world. It uses scientometric methods in measuring the ...

The Scientometrics of Social Entrepreneurship and Its Establishment as an Academic Field

Stakeholder theory has thus far received limited attention in the context of entrepreneurship education and university management. This paper addresses this research gap by examining the collaboration of stakeholders from the entrepreneurial ecosystem in entrepreneurship education at European higher educational institutions (HEIs). We contribute to existing research by combining literature streams from the fields of entrepreneurship education, entrepreneurial ecosystems and stakeholder theory. Empirical research is based on a cross-case analysis of 20 HEIs from 19 different European countries. Data sources include next to secondary data and observation a total 216 interviews with entrepreneurship education stakeholders at these 20 HEIs. The results of the case studies are further validated through an independent peer group and through 14 interviews with international experts in entrepreneurship education. Based on this data, an overview of the key external stakeholder groups of the entrepreneurial ecosystem of HEIs and their forms of involvement in entrepreneurship education is provided. Furthermore, the strength and coordination of stakeholder collaboration and the overall approaches to stakeholder management are discussed. This analysis results in the development of a set of propositions on stakeholder involvement in the context of entrepreneurship education at HEIs. The findings of this paper highlight the importance of stakeholder collaboration from the entrepreneurial ecosystem at HEIs. Implications of the findings for entrepreneurship educators and university management are ultimately discussed along with suggestions for further research.

Stakeholder collaboration in entrepreneurship education: an analysis of the entrepreneurial ecosystems of European higher educational institutions

Drawing on signaling theory, this study provides preliminary evidence that prior financing certifies firm quality to investors and reduces information asymmetries in equity crowdfunding. We examine 221 business plans and project descriptions of start-ups that ran equity crowdfunding campaigns on Crowdcube in 2017 and 2018. Almost half of the start-ups had previously raised funds through business angels, venture capitalists, crowdfunding, or grants. Prior financing positively affects campaign success. Overall, the effect is larger for firms backed by multiple investor types and for firms that have run successful crowdfunding before. To isolate the quality signal from the additional benefits related to an affiliation with other investors, we analyze whether the effect of prior financing is moderated by the uncertainty around a project. In support of a signaling effect, preliminary evidence suggests that prior financing is most relevant for firms in the uncertain seed stage. Among the different investor types, we find that, in particular, an affiliation with venture capitalists signals quality. Such an affiliation is more important for firms with low levels of human and social capital. Our study adds to the understanding of how equity crowdfunding interacts with traditional forms of entrepreneurial finance.

https://link.springer.com/content/pdf/10.1007%2Fs11187-018-0125-2.pdf

Christine Volkmann

Papers

Educating the Next Wave of Entrepreneurs: Unlocking Entrepreneurial Capabilities to Meet the Global Challenges of the 21st Century

Equity Crowdfunding: A Systematic Review of the Literature

The Scientometrics of Social Entrepreneurship and Its Establishment as an Academic Field

Stakeholder collaboration in entrepreneurship education: an analysis of the entrepreneurial ecosystems of European higher educational institutions

Third-party signals in equity crowdfunding: the role of prior financing