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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

Entrepreneurial intention is a rapidly evolving field of research. A growing number of studies use entrepreneurial intention as a powerful theoretical framework. However, a substantial part of this research lacks systematization and categorization, and there seems to be a tendency to start anew with every study. Therefore, there is a need to take stock of current knowledge in this field. In this sense, this paper carries out a review of the literature on entrepreneurial intentions. A total of 409 papers addressing entrepreneurial intention, published between 2004 and 2013 (inclusive), have been analyzed. The purpose and contribution of this paper is to offer a clearer picture of the sub-fields in entrepreneurial intention research, by concentrating on two aspects. Firstly, it reviews recent research by means of a citation analysis to categorize the main areas of specialization currently attracting the attention of the academic community. Secondly, a thematic analysis is carried out to identify the specific themes being researched within each category. Despite the large number of publications and their diversity, the present study identifies five main research areas, plus an additional sixth category for a number of new research papers that cannot be easily classified into the five areas. Within those categories, up to twenty-five different themes are recognized. A number of research gaps are singled out within each of these areas of specialization, in order to induce new ways and perspectives in the entrepreneurial intention field of research that may be fruitful in filling these gaps.

A systematic literature review on entrepreneurial intentions: citation, thematic analyses, and research agenda

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

The literature of small business and entrepreneurship is explored. It is established that, although there is an overlap between entrepreneurial firms and small business firms, they are different entities. Using the 1934 work of Schumpeter and recognizing the additions to the field of current writers, a conceptual framework is established for the differentiation of entrepreneurs from small business owners. Keywords: entrepreneurial, Small business

Differentiating Entrepreneurs from Small Business Owners: A Conceptualization

It has been recognized that learning outcomes can be divided into three general categories: Cognitive, skill-based, and affective learning. Moreover, public organizations offer mentoring-inspired support programs to novice entrepreneurs starting a business. This study explores entrepreneurial learning through mentoring. We have coded 53 learning outcomes acquired by novice entrepreneurs through their mentoring relationship. These learning outcomes were analysed using the three general categories and linked with the mentor’s way of promoting learning. Cognitive learning accounts for 62% of total learning outcomes and affective learning makes up 35.9%, which leaves skill-based learning in a marginal position. In addition, methods used by the mentor to ensure mentee learning affect learning content. Mentees were also asked to describe the benefits of their mentoring relationship through discussion groups. From a cognitive learning standpoint, benefits reported by entrepreneurs include an increase in management knowledge and skills, improved vision for their business venture and identifying new opportunities. Benefits resulting from affective learning include a greater sense of self-efficacy, validation of one’s entrepreneurial self-image and a lowered sense of solitude, all factors that could ultimately influence entrepreneur resilience. These results reveal the scope and limitations of mentoring as means to support learning.

The role of mentoring in the learning development of the novice entrepreneur

Entrepreneurial personality: The role of narcissism

The goal of this paper is to identify the factors that precede and may cause sudden changes in the pace of growth of high-growth SMEs or gazelles. A retrospective longitudinal case study of seven high growth SMEs that had undergone a total of 14 sudden shifts in growth reveals that a number of events caused the changes of pace. Some were triggered by the entrepreneur's decisions while others resulted from events beyond his/her control. Management's motivation for growth was an important element and this motivation changed over time, being influenced by both success and problems associated with actual growth. The success of growth strategies also appears to depend on the firm's proximity to its client base and its ability to obtain the information required for sound decision-making. Lastly, the availability of tangible and intangible resources was found essential in allowing the company to seize growth opportunities and proximity to the business milieu may help accessing these resources.

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Factors associated with growth changes in "gazelles"

Public authorities throughout the world, recognizing both the importance and fragility of SMEs, have over the years created agencies and set up numerous venture development support and assistance measures. Despite all these efforts, SME owner-managers do not appear to make maximum use of the services available. Results from a survey of 70 SME owner-managers show that the likelihood of an SME using public support services increases as the perceived usefulness of public agencies and their services increases, and as the level of knowledge of public agencies increases. Furthermore, the probability of using public support services decreases as the experience of the owner-manager increases. On one hand, many owner-managers do not seem to understand the utility or relevance of the services the agencies provide, while on the other, they do not seem to know enough about the agencies working in their region. However, most of the owner-managers who had used the agencies felt the services they had received were appropriate to their needs. Therefore, the problem appears to lie more with the perceptions of certain owner-managers than with the nature or quality of the services themselves.

Factors affecting the use of public support services by sme owners: evidence from a periphery region of canada

Mentoring is rapidly gaining in popularity as a customized way to assist and support the novice entrepreneur. However, we still do not know very much about the usefulness of this approach or the benefits perceived by the mentees. The purpose of this study is to share evaluation data associated with a formal mentoring program, with respect to those factors that are likely to influence mentees’ satisfaction with their mentoring experience. Data was collected from 142 entrepreneurs who participated in a formal mentoring program designed for novice entrepreneurs by the Fondation de l’Entrepreneurship in Quebec, Canada. Results show that it is very important for the mentee to feel that his/her mentor truly understands what he/she is going through. Trust is of utmost importance and both the mentor and his/her mentee have to respect the “moral contract” they established at the beginning of the relationship. Finally, the mentee expects the mentoring relationship to produce visible results in his/her firm.

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Etienne St-Jean

Papers

The role of mentoring in the learning development of the novice entrepreneur

Entrepreneurial personality: The role of narcissism

Factors associated with growth changes in "gazelles"

Factors affecting the use of public support services by sme owners: evidence from a periphery region of canada

Factors Leading to Satisfaction in a Mentoring Scheme for Novice Entrepreneurs