School of Business and Finance Prof. D.J. Visser, Ph.D. 1 The challenges of entrepreneurship education at university: Evidence from a longitudinal survey Chaoyang University of Technology Professor D.J. Visser, Ph.D. Professor of Management School of Business and Finance University of the Western Cape Bellville South Africa
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School of Business and Finance Prof. D.J. Visser, Ph.D. 1 The challenges of entrepreneurship education at university: Evidence from a longitudinal survey.
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School of Business and Finance
Prof. D.J. Visser, Ph.D.1
The challenges of entrepreneurship education at university:
Evidence from a longitudinal survey
Chaoyang University of Technology
Professor D.J. Visser, Ph.D.Professor of Management
School of Business and FinanceUniversity of the Western Cape
BellvilleSouth Africa
School of Business and Finance
Prof. D.J. Visser, Ph.D.2
Introduction
• Entrepreneurship education at university
• Lack of employment opportunities
• Introduction of course at 2nd year level
Purpose of this paper
Design of an innovative module Practical implementation Assessing efficacy by means of longitudinal survey
School of Business and Finance
Prof. D.J. Visser, Ph.D.3
Literature review on entrepreneurship education
• Laukannen (2000)
• Education about entrepreneurship
• Education for entrepreneurship
• Mason (2000)
• Developing cores skills & attributes
• Literature supports:
• Entrepreneurship can be taught (Timmons & Spinelli, 2004)
• Education can enhance entrepreneurial skills, competencies, attitudes (Davies, 2001)
School of Business and Finance
Prof. D.J. Visser, Ph.D.4
Hytti’s Model of Entrepreneurship Education
•Learn to understand entrepreneurship
•Learn to become more entrepreneurial
•Learn to become an entrepreneur
•What do entrepreneurs do?
•What is entrepreneurship?
•Why are entrepreneurs needed?
•How many entrepreneurs do we have?
•I need to take responsibility of my learning, career and life
•How do I take responsibility?
•Can I become an entrepreneur?
•How to become an entrepreneur?
•How to manage the business?
School of Business and Finance
Prof. D.J. Visser, Ph.D.5
Measuring entrepreneurship at tertiary level• Entrepreneurial Attitude Orientation scale (validated
by Robinson, Stimpson, Huefner & Hunt, 1991)
• Specifically designed to measure “attitude”
• Successfully discriminates between entrepreneurs & non-entrepreneurs
• EAO subscales:
• Achievement in Business (ACH)
• Innovation in Business (INN)
• Personal Control (PC)
• Self-esteem (SE)
• All 4 subscales validated for South Africa (Van Wyk, Boshoff and Owen, 1999)
School of Business and Finance
Prof. D.J. Visser, Ph.D.6
Hypotheses• H1: Achievement orientation improves after having
attended the training module
• H2: Personal control improves after having attended the training module
• H3: Innovation improves after having attended the training module
• H4: Self-esteem improves after having attended the training module
School of Business and Finance
Prof. D.J. Visser, Ph.D.7
Academic programme for entrepreneurship at second year level
• Term 1: Starting a business (Theory)
• Entrepreneurship as a career choice, theory on starting and running an enterprise
• Term 2: Starting a business (Practice)
• Group involvement, forming micro-enterprise teams
Comparison between training group and control group after training
Source Df Mean Square F Sig.
Achievement Control InnovationSelf-esteem
1111
3.4931.4491.9893.805
8.5741.4495.9135.735
.004
.170
.017
.019
School of Business and Finance
Prof. D.J. Visser, Ph.D.13
Confirming the hypotheses (1)• H1: Achievement orientation improves after having
attended the training module.
• The training had a significant positive effect on Achievement. The trained students showed a significantly higher score in the post training measure than the control group
• H2: Personal control improves after having attended the training module.
• Hypothesis 2 could not be confirmed. Students with a high score of external control believe that the situation is mainly determined by external forces.
School of Business and Finance
Prof. D.J. Visser, Ph.D.14
• H3: Innovation improves after having attended the training module
• The results show that students increased their innovation score significantly between T1 and T2 as well as in comparison to a control group
• H4: Self-esteem improves after having attended the training module.
• At the end of the academic year the self-esteem of the training group was significantly higher than that of the control group.
Confirming the hypotheses (2)
School of Business and Finance
Prof. D.J. Visser, Ph.D.15
Summary of the elements of assessment and score values (N=85)
Learning objectives Efficacy of lecturers Assessing the module