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Article
Publication date: 4 November 2014

Liv Anne Støren

The paper examines the proportion of higher education (HE) graduates in Norway who have undertaken different forms of entrepreneurship education and how comprehensive the…

3454

Abstract

Purpose

The paper examines the proportion of higher education (HE) graduates in Norway who have undertaken different forms of entrepreneurship education and how comprehensive the entrepreneurship education has been. The purpose of this paper is to investigate the possible benefits and effects of entrepreneurship education in terms of learning outcome and the propensity to start their own business.

Design/methodology/approach

A representative survey among HE graduates (N=2,827) is used to present reliable estimates on the prevalence of entrepreneurship education within HE. The study provides a comparison of entrepreneurship graduates with other graduates in terms of the propensity to establish their own business or planning to do so. The study also examines the learning outcomes of entrepreneurship education as the entrepreneurship graduates are asked several questions concerning this, e.g. whether it was useful for establishing own enterprise or whether it increased their creative and innovative abilities.

Findings

The proportion of entrepreneurship graduates who are self-employed is very low and is not higher than for other graduates. The results indicate that entrepreneurship graduates to a certain extent are more interested in setting up their own company in the future, but this tendency is much lower than what is found in other European studies. Further, the reported learning outcome of the entrepreneurship education is not large. But entrepreneurship education, especially if it is of a certain type and scope, contributes to an increase in “generic” entrepreneurial skills. Most entrepreneurship students participated in rather short entrepreneurship courses, with lesser benefit.

Research limitations/implications

The positive effect of entrepreneurship education on the graduates’ future plans with respect to starting their own business may partly be subject to self-selection. Further, the quality of entrepreneurship education in terms of academic content and teaching and learning methods needs further attention.

Practical implications

The overall results indicate that it would make more sense for some students to take a more comprehensive entrepreneurship education rather than that many more students taking some entrepreneurship education. This should be of interest to academia and policy makers. Further, it is primarily participation in education through (not about) entrepreneurship that increases the outcome in terms of generic entrepreneurial or innovative skills. This can be important information for the future development of entrepreneurship education.

Originality/value

The effect of entrepreneurship education on graduates’ entrepreneurial intentions is examined by use of a representative sample and when comparing entrepreneurship graduates with other graduates within the same fields and types of study. Thus, generalized conclusions can be drawn. The learning outcomes are measured when taking into account the length and type of entrepreneurship course.

Details

Education + Training, vol. 56 no. 8/9
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 14 September 2015

Taran Thune and Liv Anne Støren

The purpose of this paper is to present an empirically based discussion of how cooperation between higher education institutions and work organisations (WOs) can increase graduate…

2025

Abstract

Purpose

The purpose of this paper is to present an empirically based discussion of how cooperation between higher education institutions and work organisations (WOs) can increase graduate learning experiences and employability.

Design/methodology/approach

Data are based on an electronic and mail-based graduate survey among Norwegian master’s degree graduates six months after graduation. 2,232 master degree graduates responded to the survey, giving a 54 per cent response rate. All subject fields were represented.

Findings

77 per cent of the graduates have some forms of interactions with WOs during their studies. The level and mode of participation differ, however, very much, and the benefits of participating differ by mode of interaction. Project-based interaction is positively and significantly associated with completing studies on time. Further, graduates who have participated in either project-based interactions or practice periods have better labour market situation after graduation than their peers. The results hold also when controlling of subject field differences and students’ abilities.

Research limitations/implications

The study indicates that it is important to look at a wide range of interaction activities and look at the benefits from these activities both in terms of effects on the quality of the learning experience, as well as benefits realised in the transition to work. The data on learning benefits of interaction with WO during higher education are, however, limited, and further studies are needed on this issue in particular.

Practical implications

The study indicates that only certain forms of interactions between students and WOs have benefits for students; namely the ones that involve a certain degree of time and commitment. Programme officers in higher education should target more committed interaction forms, because the added value is significantly higher for the students.

Originality/value

The study contributes new knowledge about the external networks of higher education institutions, by looking at the role of students in such networks and by measuring the benefits by using a representative sample of students.

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Article
Publication date: 3 August 2012

Ekaterina S. Bjornali and Liv Anne Støren

This paper aims to examine the effects of individual competencies and characteristics linked to educational programmes that contribute to the development of competencies conducive…

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Abstract

Purpose

This paper aims to examine the effects of individual competencies and characteristics linked to educational programmes that contribute to the development of competencies conducive to innovation.

Design/methodology/approach

The authors draw on theories of intrapreneurial competencies – i.e. intrapreneurship and competence‐based innovation – and the entrepreneurship education literature. The study uses comprehensive survey data on approximately 11,000 higher education graduates, five years after graduation in 12 European countries, collected in 2005. The authors test hypotheses regarding the effects of individual competencies and study programme characteristics on the probability of introducing innovations at work, using logistic regression.

Findings

Several kinds of competencies are found to increase the probability that graduates introduce innovations at work: professional and creative, communications and championing, and brokering do so, while productivity/efficiency does not. Education programmes emphasising the development of entrepreneurial skills and problem‐based learning also promote innovation. Graduates in engineering are particularly innovative, whereas business and administration graduates are least innovative.

Research limitations/implications

The central implication is that intrapreneurial competencies are learnable. The results refer specifically to higher educated persons, five years after graduation.

Practical implications

Organisations that aim at stimulating employee‐driven innovation need to emphasise the development of intrapreneurial, and especially, brokering competencies. Higher education institutions should put more emphasis on the development of entrepreneurial competencies, for example through problem‐based learning.

Originality/value

The study makes an empirical contribution to theories of intrapreneurship and competency‐based innovation, by examining a wide range of competencies that promote innovation by graduate professionals in Europe.

Details

Journal of Small Business and Enterprise Development, vol. 19 no. 3
Type: Research Article
ISSN: 1462-6004

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