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Seeking consistency: a review of the impact of entrepreneurship education

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Document pages: 16 pages

Abstract: This study takes the concept of consistency as the framework to test the empirical research on the impact of entrepreneurship education intervention on students. Consistency hypothesis effective teaching requires consistency among three teaching components: expected results, teaching process and evaluation criteria. In view of the diversity and complexity of the impact of entrepreneurship education, scholars can not explain how teaching methods and methods adapt to various expected results. To address this gap, we critically reviewed empirical studies on the impact of entrepreneurship education published in 20 journals over a 15 year period (2000-2015). We found that 16 empirical studies met our inclusion criteria. Our results show that Tat teaching objectives, teaching methods, and teaching content receive scant attention from researchers. This study will be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals. Our analytical framework could contribute to less contradictory findings of entrepreneurship education impact studies. We also identify research limitations and suggest avenues for future research.

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