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Title: Evaluating the impact of entrepreneurship education :an exploratory study
Author: Hannan, Mark Joseph
Awarding Body: Queen's University of Belfast
Current Institution: Queen's University Belfast
Date of Award: 2008
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Abstract:
This thesis aims to create additional knowledge and understanding in measuring the impact of entrepreneurship education at the tertiary level. In particular, this study investigates whether embedding entrepreneurship into the curricula of undergraduate degree programmes has a positive impact on students' entrepreneurial attitudes and intentions. Intentions-based models are used as the theoretical basis for determining the impact of entrepreneurship modules, specifically Shapero's (1985) model of the 'Entrepreneurial Event'. In addition, this study also investigates whether other extraneous factors, such as role models, influence students' entrepreneurial intentions. The influence of these factors is investigated since they could demonstrate if any factors could be integrated into the teaching design and content of modules to ensure greater impact. This study employed a comparison group pre-test/post-test research design to assist in determining causality, that is, if entrepreneurship education caused a change in students attitudes and not other factors. The empirical data of this study was derived from a survey. The survey data of 577 students at the pre-test stage and 321 at the post-test stage was used to test the research aim, objectives and hypotheses. The results indicate that the embedded approach to teaching has little impact on students' attitudes or intentions. However, if students undertake work experience as part of their module the findings suggest that this will enhance students' entrepreneurial selfefficacy. The results provide support for the continued use of intentions-based models to explain entrepreneurial behaviour, however, the model that emerged from the statistical analyses differed somewhat to that hypothesised. Finally, the findings highlight that extraneous factors, such as role models and gender, significantly influence the formation of entrepreneurial intentions. These findings highlight possible ways for lecturers to enhance students' entrepreneurial intentions and help identify those sub-sections of students who may need additional information and support.
Supervisor: Not available Sponsor: Not available
Qualification Name: Queen's University of Belfast, 2008 Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.491948  DOI: Not available
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