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Why mode and regional context matter for entrepreneurship education

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  • Sascha G. Walter
  • Dirk Dohse

Abstract

This study examines how modes of entrepreneurship education (active, such as business simulations, versus reflective, such as theory lectures) -- alone and in interaction with the universities’ regional context -- affect students’ self-employment intentions. Results from a cross-level analysis show that active modes are, irrespective of the regional context, positively related with intentions and attitudes towards entrepreneurship, whereas the effect of reflective modes is contingent on the regional context. The findings have important implications for the ongoing discussion on the teachability of entrepreneurship, the design of educational programmes and for future research.

Suggested Citation

  • Sascha G. Walter & Dirk Dohse, 2012. "Why mode and regional context matter for entrepreneurship education," Entrepreneurship & Regional Development, Taylor & Francis Journals, vol. 24(9-10), pages 807-835, December.
    • Handle: RePEc:taf:entreg:v:24:y:2012:i:9-10:p:807-835
    DOI: 10.1080/08985626.2012.721009
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    References listed on IDEAS

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    1. Zoltán J. Ács & Pontus Braunerhjelm & David B. Audretsch & Bo Carlsson, 2015. "The knowledge spillover theory of entrepreneurship," Chapters, in: Global Entrepreneurship, Institutions and Incentives, chapter 7, pages 129-144, Edward Elgar Publishing.
    2. Audretsch, David & Braunerhjelm, Pontus & Acs, Zoltán J & Carlsson, Bo, 2004. "The Missing Link: The Knowledge Filter and Entrepreneurship in Endogenous Growth," CEPR Discussion Papers 4783, C.E.P.R. Discussion Papers.
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