Entrepreneurship Training and Transfer
Research output: Contributions to collected editions/works › Chapter › peer-review
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The Psychology of Entrepreneurship: New Perspectives. ed. / Michael M. Gielnik; Melissa S. Cardon; Michael Frese. London: Routledge Taylor & Francis Group, 2021. p. 282-304.
Research output: Contributions to collected editions/works › Chapter › peer-review
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TY - CHAP
T1 - Entrepreneurship Training and Transfer
AU - Weers, Jakop
AU - Gielnik, Michael
PY - 2021
Y1 - 2021
N2 - Meta-analytical evidence suggests that entrepreneurship education and training (EET) can be effective in increasing short- and long-term outcomes in entrepreneurship (Martin et al., 2013). However, the effects significantly vary across studies suggesting that EET interventions substantially differ in their effectiveness. In this chapter, we will give an overview of the meta-analytic findings and point out that a lot of heterogeneity exists in the effect sizes of EET interventions. To explain the heterogeneity, we argue that a more detailed investigation of different teaching methodologies is needed to advance the understanding of how and why entrepreneurship education is effective. Furthermore, we argue that the rigor of the evaluation study accounts for additional heterogeneity in effect sizes.We present the results of the most rigorous evaluation studies and discuss the effectiveness of different EET interventions based on trustworthy effect sizes. Moreover, we develop a framework of training methodologies to better understand the effectiveness of different types of EET interventions. Finally, to acknowledge that outcomes of EET interventions, such as business creation, usually unfold over long periods of time, we give an overview of our current understanding of long-term transfer of EET and point out directions for future research in this area.
AB - Meta-analytical evidence suggests that entrepreneurship education and training (EET) can be effective in increasing short- and long-term outcomes in entrepreneurship (Martin et al., 2013). However, the effects significantly vary across studies suggesting that EET interventions substantially differ in their effectiveness. In this chapter, we will give an overview of the meta-analytic findings and point out that a lot of heterogeneity exists in the effect sizes of EET interventions. To explain the heterogeneity, we argue that a more detailed investigation of different teaching methodologies is needed to advance the understanding of how and why entrepreneurship education is effective. Furthermore, we argue that the rigor of the evaluation study accounts for additional heterogeneity in effect sizes.We present the results of the most rigorous evaluation studies and discuss the effectiveness of different EET interventions based on trustworthy effect sizes. Moreover, we develop a framework of training methodologies to better understand the effectiveness of different types of EET interventions. Finally, to acknowledge that outcomes of EET interventions, such as business creation, usually unfold over long periods of time, we give an overview of our current understanding of long-term transfer of EET and point out directions for future research in this area.
KW - Entrepreneurship
KW - Business psychology
UR - https://www.routledge.com/The-Psychology-of-Entrepreneurship-New-Perspectives/Gielnik-Cardon-Frese/p/book/9780367684471
M3 - Chapter
SN - 9780367684471
SN - 0367684470
SN - 9780367684495
SP - 282
EP - 304
BT - The Psychology of Entrepreneurship
A2 - Gielnik, Michael M.
A2 - Cardon, Melissa S.
A2 - Frese, Michael
PB - Routledge Taylor & Francis Group
CY - London
ER -