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Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation

Research output: Contribution to journalJournal article

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Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation. / Hannan, Mark; Leitch, Claire; Hazlett, Shirley-Ann.

In: International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 16, No. 5, 2006, p. 400-419.

Research output: Contribution to journalJournal article

Harvard

Hannan, M, Leitch, C & Hazlett, S-A 2006, 'Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation', International Journal of Continuing Engineering Education and Life-Long Learning, vol. 16, no. 5, pp. 400-419. https://doi.org/10.1504/IJCEELL.2006.010962

APA

Hannan, M., Leitch, C., & Hazlett, S-A. (2006). Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation. International Journal of Continuing Engineering Education and Life-Long Learning, 16(5), 400-419. https://doi.org/10.1504/IJCEELL.2006.010962

Vancouver

Hannan M, Leitch C, Hazlett S-A. Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation. International Journal of Continuing Engineering Education and Life-Long Learning. 2006;16(5):400-419. https://doi.org/10.1504/IJCEELL.2006.010962

Author

Hannan, Mark ; Leitch, Claire ; Hazlett, Shirley-Ann. / Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation. In: International Journal of Continuing Engineering Education and Life-Long Learning. 2006 ; Vol. 16, No. 5. pp. 400-419.

Bibtex

@article{210563467afc412b99d436549300febd,
title = "Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation",
abstract = "The number of entrepreneurship courses currently being offered by universities has increased dramatically since the 1960s. This is primarily due to increased government emphasis on creating new ventures and alleviating unemployment. With this increase in entrepreneurship education, a number of issues still surround the delivery of entrepreneurship in universities. This paper aims to address one of these concerns, that of evaluation. Effective evaluation is needed to determine the net benefits of entrepreneurship courses to the stakeholders involved and also to address issues of accountability. This paper argues that through a cognitive approach to evaluation, researchers can measure the impact of entrepreneurship courses from the perspective of the student. A model adapting Shapero's (model) 'Entrepreneurial Event' and incorporating the cognitive approaches of self-efficacy, attitudes, perceived feasibility and desirability and entrepreneurial intentions to determine the effectiveness of entrepreneurship courses is presented.",
keywords = "entrepreneurship education, evaluation , universities , cognition , higher education",
author = "Mark Hannan and Claire Leitch and Shirley-Ann Hazlett",
year = "2006",
doi = "10.1504/IJCEELL.2006.010962",
language = "English",
volume = "16",
pages = "400--419",
journal = "International Journal of Continuing Engineering Education and Life-Long Learning",
issn = "1560-4624",
publisher = "Inderscience Enterprises Ltd.",
number = "5",

}

RIS

TY - JOUR

T1 - Measuring effectiveness of entrepreneurship education: a cognitive approach to evaluation

AU - Hannan, Mark

AU - Leitch, Claire

AU - Hazlett, Shirley-Ann

PY - 2006

Y1 - 2006

N2 - The number of entrepreneurship courses currently being offered by universities has increased dramatically since the 1960s. This is primarily due to increased government emphasis on creating new ventures and alleviating unemployment. With this increase in entrepreneurship education, a number of issues still surround the delivery of entrepreneurship in universities. This paper aims to address one of these concerns, that of evaluation. Effective evaluation is needed to determine the net benefits of entrepreneurship courses to the stakeholders involved and also to address issues of accountability. This paper argues that through a cognitive approach to evaluation, researchers can measure the impact of entrepreneurship courses from the perspective of the student. A model adapting Shapero's (model) 'Entrepreneurial Event' and incorporating the cognitive approaches of self-efficacy, attitudes, perceived feasibility and desirability and entrepreneurial intentions to determine the effectiveness of entrepreneurship courses is presented.

AB - The number of entrepreneurship courses currently being offered by universities has increased dramatically since the 1960s. This is primarily due to increased government emphasis on creating new ventures and alleviating unemployment. With this increase in entrepreneurship education, a number of issues still surround the delivery of entrepreneurship in universities. This paper aims to address one of these concerns, that of evaluation. Effective evaluation is needed to determine the net benefits of entrepreneurship courses to the stakeholders involved and also to address issues of accountability. This paper argues that through a cognitive approach to evaluation, researchers can measure the impact of entrepreneurship courses from the perspective of the student. A model adapting Shapero's (model) 'Entrepreneurial Event' and incorporating the cognitive approaches of self-efficacy, attitudes, perceived feasibility and desirability and entrepreneurial intentions to determine the effectiveness of entrepreneurship courses is presented.

KW - entrepreneurship education

KW - evaluation

KW - universities

KW - cognition

KW - higher education

U2 - 10.1504/IJCEELL.2006.010962

DO - 10.1504/IJCEELL.2006.010962

M3 - Journal article

VL - 16

SP - 400

EP - 419

JO - International Journal of Continuing Engineering Education and Life-Long Learning

JF - International Journal of Continuing Engineering Education and Life-Long Learning

SN - 1560-4624

IS - 5

ER -