The impact of entrepreneurship education on entrepreneurship competencies and intentions: an evaluation of the junior achievement student mini-company program
Both the European Community, its member countries and the United States have stimulated schools to implement entrepreneurship programs into schooling curricula on a large scale, based on the idea that entrepreneurial competencies and mindsets must be developed at school. The leading and acclaimed worldwide program is the Junior Achievement Student Mini-Company Program. Nevertheless, so far, its effects on students’ entrepreneurship competencies and attitudes have not been evaluated. This paper analyzes the impact of the program in a Dutch college using an instrumental variables approach in a d... Mehr ...
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Dokumenttyp: | doc-type:workingPaper |
Erscheinungsdatum: | 2007 |
Verlag/Hrsg.: |
Jena: Friedrich Schiller University Jena and Max Planck Institute of Economics
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Schlagwörter: | ddc:330 / A20 / C31 / H43 / H75 / I20 / J24 / L26 / Entrepreneurship education / program evaluation / entrepreneur competencies / entrepreneur intentions / Unternehmer / Führungskräfteausbildung / Betriebswirtschaftsstudium / Wirtschaftspolitische Wirkungsanalyse / Selbstständige / Niederlande |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-26860352 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | http://hdl.handle.net/10419/25703 |
Both the European Community, its member countries and the United States have stimulated schools to implement entrepreneurship programs into schooling curricula on a large scale, based on the idea that entrepreneurial competencies and mindsets must be developed at school. The leading and acclaimed worldwide program is the Junior Achievement Student Mini-Company Program. Nevertheless, so far, its effects on students’ entrepreneurship competencies and attitudes have not been evaluated. This paper analyzes the impact of the program in a Dutch college using an instrumental variables approach in a difference-in-differences framework. The results show that the program does not have the intended effects: students’ self-assessed entrepreneurial skills remain unaffected and students’ intentions to become an entrepreneur even decrease significantly.