ENGLISH FOR ENTREPRENEURSHIP

GROUP 2

Jupri (201936035)
Nelcy Batlayeri (201936084)
Rizkiyati Alfadila Mulya (201936005)
Rifathul J Kelilauw (201936066)

S. F. Souwakil ( 202036114)
 Stated Effects of Entrepreneurial
Education
The most common reason that researchers and experts promote entrepreneurial
education is that entrepreneurship is seen as a major engine for economic growth and
job creation (Wong et al., 2005). Entrepreneurial education is also frequently seen as
a response to the increasingly globalized, uncertain and complex world we live in,
requiring all people and organizations in society to be increasingly equipped with
entrepreneurial competencies (Gibb, 2002).

the role entrepreneurship can play in taking on important societal

challenges (Rae, 2010) has positioned entrepreneurial education as a
means to empowering people and organizations to create social
value for the public good (Volkmann et al., 2009, Austin et al., 2006
A more viable starting point in education could
be to perceive entrepreneurial education as a
means to achieve more interest, joy,
engagement and creativity among students
(Johannisson, 2010, Lackéus, 2013). A few
scholars have recently put forward the potential
of entrepreneurial education to spur increased
perceived relevancy of subjects taught among
learners, increasing motivation and school
engagement and alleviating problems of student
boredom and dropout (Deuchar, 2007,
Surlemont, 2007, Mahieu, 2006, Nakkula et al.,
2004, Moberg, 2014a). This is however a very
unusual approach so far in practice.
Evidenced Effects of Entrepreneurial Education

Most studies on the effects of entrepreneurial education lean on the assumption that
becoming an entrepreneur is a consciously planned behavior. A linkage between
attitudes, intentions and behavior is used, based on the “Theory of Planned
Behavior” (TPB) taken from the domain of psychology (Ajzen, 1991, Bandura,
1997, Krueger et al., 2000

If people’s attitudes towards entrepreneurship are positively influenced by

entrepreneurial education, their entrepreneurial intentions will also change, and it
will subsequently lead to the so desired entrepreneurial behavior.

The theory of planned behavior (TPB). Entrepreneurial attitudes impact people’s

entrepreneurial intentions, which in turn spurs entrepreneurial behavior. The dotted
arrow illustrates the iterative nature of entrepreneurship which is not taken into
account by impact studies leaning on the theory of planned behavior.
Another common strategy for assessing
effects of entrepreneurial education is to
capture actual entrepreneurial behavior as
it occurs years after the educational
intervention. The difficulty here is to prove
that it was entrepreneurial education that
caused the successful entrepreneurial
behavior
 Some novel ways to assess the
development of entrepreneurial
competencies

Some qualitative methods for assessing

entrepreneurial competencies have been put forward
by Bird (1995), i.e. student diaries, student
observation, critical event interviewing and think
aloud protocols. The formerly neglected role of
emotions in learning has also been highlighted by
some entrepreneurial education scholars,
suggesting that emotional and critical events have “a
prominent role to play in how entrepreneurs learn”
(Cope, 2003, p.434), and that “the affective construct
actually rare in entrepreneurship research, should
take a more explicit place in learning and teaching”
(Kyrö, 2008, p.46).
 Some novel ways to assess the
development of entrepreneurial
competencies

Assessment in entrepreneurial education.

Current assessment focus in entrepreneurial
education based on TPB, case studies and
entrepreneurial outcomes, contrasted to a
future complementing assessment focus
proposed to be built on ESM (Adapted from
Lackeus, 2014).
 Thank You

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