This article uses Ajzen's theory of planned behavior to build an entrepreneurial intention questionnaire (EIQ) and analyzes its psychometric properties. The entrepreneurial intention model is then ...

https://papers.ssrn.com/sol3/Delivery.cfm/etap_318.pdf?abstractid=1396448&mirid=5

Development and Cross-Cultural Application of a Specific Instrument to Measure Entrepreneurial Intentions

https://researchrepository.ucd.ie/bitstream/10197/5159/1/JBV_EntMeta_for_Open_Access_131126.pdf

Examining the Formation of Human Capital in Entrepreneurship : A Meta-Analysis of Entrepreneurship Education Outcomes

The research on entrepreneurship education�entrepreneurial intentions has yielded mixed results. We meta-analyzed 73 studies with a total sample size of 37,285 individuals and found a significant but a small correlation between entrepreneurship education and entrepreneurial intentions (inline image). This correlation is also greater than that of business education and entrepreneurial intentions. However, after controlling for pre-education entrepreneurial intentions, the relationship between entrepreneurship education and post-education entrepreneurial intentions was not significant. We also analyzed moderators, such as the attributes of entrepreneurship education, students' differences, and cultural values. Our results have implications for entrepreneurship education scholars, program evaluators, and policy makers.

The Relationship Between Entrepreneurship Education and Entrepreneurial Intentions: A Meta-Analytic Review

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

Capturing Variations in Attitudes and Intentions: A Longitudinal Study to Assess the Pedagogical Effectiveness of Entrepreneurship Teaching Programs

Essay on the Nature of Entrepreneurship Education

Towards a new methodology to assess the entrepreneurship teaching programmes

Entrepreneurship appears important as an economic and social phenomenon because it increases economic efficiencies, brings innovation, creates jobs (Shane and Venkataraman, 2000). Despite decades of research, we still have only a limited understanding of the process that lead an individual to become an entrepreneur (Markman, Balkin and Baron, 2002). The number of public and private initiatives to train and educate people to be more entrepreneurial have multiplied on both sides of the Atlantic (see for example Fayolle 2000a; Katz, 2003; Kuratko, 2005). Facing this multiplication of entrepreneurship education programmes and the increasing resources allocated to those initiatives it does appear strong needs to evaluate, compare and improve the design of such programmes. The aim of this research, through the understanding of the perceived risk and self-efficacy constructs and their impact on individual's entrepreneurial intention, is to study the possibility to orientate the design, the pedagogy and the contents of entrepreneurship education programmes in order they take wider and deeper into account these key dimensions. Social psychology and cognitive theories offer several understandings of the role of some beliefs and attitudes in the phenomenon of new venture creation. Among all the factors that may influence entrepreneurial cognition, we have chosen to emphasize the role of two particular concepts supposed to impact one's orientation of starting a new venture: risk perception and self-efficacy. To do this, we incorporated scales measuring risk perception and self-efficacy in an existing instrument used to assess entrepreneurship teaching programmes based on the theory of planned behaviour (see Fayolle, 2003; Fayolle and Gailly, 2004; Fayolle, 2005; Fayolle et al., 2005). We suggest that risk perception and self-efficacy, as well as the antecedents of entrepreneurial behaviour described in the theory of planned behaviour (attitudes, subjective norms, perceived behavioural control, and intentions), may consist useful indicators to monitor in order to evaluate and improve entrepreneurship teaching programmes. However, due to the timing of our research and its initial ambition, this work constitutes only a first step: testing our extended framework and proposed tools of measure. The discussion of the results will be done at the light of our main aim and so, the implications will address educational questions both at the theoretical and the practical levels.

Assessing risk perception, self-efficacy, and entrepreneurial attitudes and intentions: implications for entrepreneurship education

Resumen en: Our paper presents a full experimentation of a new methodology designed for assessing the Entrepreneurship Teaching Programmes (ETP). The theory of plann...

Narjisse Lassas-Clerc

Papers

Capturing Variations in Attitudes and Intentions: A Longitudinal Study to Assess the Pedagogical Effectiveness of Entrepreneurship Teaching Programs

Essay on the Nature of Entrepreneurship Education

Towards a new methodology to assess the entrepreneurship teaching programmes

Assessing risk perception, self-efficacy, and entrepreneurial attitudes and intentions: implications for entrepreneurship education

Effect and Counter-effect of Entrepreneurship Education and Social Context on Student's Intentions