دانلود رایگان مقاله انگلیسی بررسی تاثیر مطالعات در آموزش کارآفرینی - هینداوی 2017

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.

6. Conclusions

In this article, we asked: How have the objectives, delivery modes, and impact assessment been aligned in empirical entrepreneurship education literature? According to our knowledge, the current study is the first review that has used the concept of alignment to examine entrepreneurship education impact studies. Our review focused on studies of university-based entrepreneurship education interventions from 2000 through 2015 that attempted deliberately or unwittingly to depict at least two out of three elements of the analytical framework we employed.

The study revealed sixteen empirical studies that met our inclusion criteria. Thus, we argue that the principle of alignment remained distant from being taken into consideration. First, we suggest that this is the case because the concept of alignment is new to the field of entrepreneurship education; therefore, it has not been sufficiently examined yet. Second, it could also be the case that entrepreneurship journals do not require from scholars to provide elaborate descriptions of entrepreneurship education interventions in impact studies. Our findings did demonstrate that scholars are not used to giving significant attention to both course or program objective(s) and delivery mode, making focus on impact a driving force in the studies. Presumably, the better the practitioners demonstrate the first two elements—teaching objective(s) and delivery mode—the better the scholars are able to take them into account when using existing or designing new impact assessment methods and measures.