Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/59753
Authors: 
Dohse, Dirk
Walter, Sascha G.
Year of Publication: 
2010
Series/Report no.: 
Document de treball de l'IEB 2010,18
Abstract: 
This study examines how the extent of entrepreneurship education within university departments influences students entrepreneurial intentions (and its drivers: attitude to the behavior, subjective norm, and perceived behavioral control). Specifically, it proposes that the effect of such education is (1) contingent on its mode (active, e.g. business plan seminars, vs. reflective, e.g. theory lectures), (2) contingent on the regional context and (3) complemented by individual-level influences such as role models or work experience. Results show that active modes of entrepreneurship education directly increase intentions and attitudes, whereas the impact of reflective modes depends on the regional context. Parental role models and work experience are found to complement entrepreneurship education in different ways. The findings have important implications for theory building as well as for the practice of teaching entrepreneurship.
JEL: 
L26
M13
M59
R12
Document Type: 
Working Paper

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