The impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs

Daniela Maresch, Rainer Harms, Norbert Kailer, Birgit Wimmer-Wurm

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Academic research has shown that Entrepreneurship Education (EE) increases Entrepreneurial Intention (EI). However, this does not happen uniformly in all contexts, as specific contexts may require different EE action. In this paper the authors investigate the context-specific questions in two separate categories of students. If context is important, we should see different outcomes from similar EE classes provided to different student groups. The authors' results suggest that there is a contextual difference. The results indicate that EE modified to suit a particular target group could address the issue of subjective norms separately for business students and science and engineering students. Their principal results show that EE is generally effective for business students and science and engineering students. However, the EI of science and engineering students is actually negatively affected by subjective norms, whereas that effect is not apparent among the business student sample. The authors suggest that future research is needed on effective didactic approaches in EE for science and engineering students
Original languageEnglish
Pages (from-to)172-179
JournalTechnological forecasting and social change
Volume104
DOIs
Publication statusPublished - 23 Dec 2016

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Entrepreneurship
Education
Students
Industry
Business studies
Entrepreneurial intention
Entrepreneurship education

Keywords

  • IR-98906
  • METIS-314175

Cite this

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title = "The impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs",
abstract = "Academic research has shown that Entrepreneurship Education (EE) increases Entrepreneurial Intention (EI). However, this does not happen uniformly in all contexts, as specific contexts may require different EE action. In this paper the authors investigate the context-specific questions in two separate categories of students. If context is important, we should see different outcomes from similar EE classes provided to different student groups. The authors' results suggest that there is a contextual difference. The results indicate that EE modified to suit a particular target group could address the issue of subjective norms separately for business students and science and engineering students. Their principal results show that EE is generally effective for business students and science and engineering students. However, the EI of science and engineering students is actually negatively affected by subjective norms, whereas that effect is not apparent among the business student sample. The authors suggest that future research is needed on effective didactic approaches in EE for science and engineering students",
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The impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs. / Maresch, Daniela; Harms, Rainer; Kailer, Norbert; Wimmer-Wurm, Birgit.

In: Technological forecasting and social change, Vol. 104, 23.12.2016, p. 172-179.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - Academic research has shown that Entrepreneurship Education (EE) increases Entrepreneurial Intention (EI). However, this does not happen uniformly in all contexts, as specific contexts may require different EE action. In this paper the authors investigate the context-specific questions in two separate categories of students. If context is important, we should see different outcomes from similar EE classes provided to different student groups. The authors' results suggest that there is a contextual difference. The results indicate that EE modified to suit a particular target group could address the issue of subjective norms separately for business students and science and engineering students. Their principal results show that EE is generally effective for business students and science and engineering students. However, the EI of science and engineering students is actually negatively affected by subjective norms, whereas that effect is not apparent among the business student sample. The authors suggest that future research is needed on effective didactic approaches in EE for science and engineering students

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