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In search of alignment: A review of impact studies in entrepreneurship education
School of Business and Economics, UiT The Arctic University of Norway, Tromsø, Norway.
School of Business and Economics, UiT The Arctic University of Norway, Tromsø, Norway.ORCID iD: 0000-0002-9293-338x
2017 (English)In: Education Research International, ISSN 2090-4002, E-ISSN 2090-4010, Vol. 2017, article id 1450102Article, review/survey (Refereed) Published
Abstract [en]

This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the published empirical studies on entrepreneurship education impact in 20 journals over a 15-year period (2000–2015). We found 16 empirical studies that met our inclusion criteria. Our findings revealed that 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.

Place, publisher, year, edition, pages
Hindawi Publishing Corporation, 2017. Vol. 2017, article id 1450102
National Category
Business Administration
Identifiers
URN: urn:nbn:se:hj:diva-46114DOI: 10.1155/2017/1450102OAI: oai:DiVA.org:hj-46114DiVA, id: diva2:1351651
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-09-16Bibliographically approved

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