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

Ghulam Nabi, Francisco Liñán Alcalde, Alain Fayolle, Norris F. Krueger and Andreas Walmsley
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Ghulam Nabi: MMU - Manchester Metropolitan University
Alain Fayolle: EM - EMLyon Business School
Norris F. Krueger: University of Phoenix
Andreas Walmsley: Plymouth University

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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.

Date: 2017-06-01
Note: View the original document on HAL open archive server: https://hal.science/hal-02276714v1
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Citations: View citations in EconPapers (59)

Published in Academy of Management Learning and Education, 2017, 16 (2), 277-299 p. ⟨10.5465/amle.2015.0026⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-02276714

DOI: 10.5465/amle.2015.0026

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