Putting pedagogy where intention to innovate lies: evaluating compulsory entrepreneurship education

Udeozor, V ORCID: https://orcid.org/0000-0002-7025-8221, Mosey, S, Greenman, A and Amess, K, 2019. Putting pedagogy where intention to innovate lies: evaluating compulsory entrepreneurship education. Academy of Management Proceedings, 2019 (1): 10727. ISSN 0065-0668

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Abstract

The growing interest in entrepreneurship education has caused a debate about pedagogy can support intention to innovate. Drawing on the theory of planned behavior (TPB), we examine the links between experiential pedagogy and students' intention to innovate and entrepreneurial intent. Using structural equation modeling on a survey of 361 students of compulsory entrepreneurship education across public and private universities, we find that: (a) regardless university type out-of-class experiences and engaged faculty generate positive behavioral control and attitude towards entrepreneurship; (b) out-of-class experiences significantly increases intentions to innovate; (c) behavioral control mediates the relationship between out-of-class experiences and changes in intention to innovate. (d) university type – public or private – has no direct significant effect on the students intention to innovate. The results contribute to theories of entrepreneurship education and intentions to innovate in higher education.

Item Type:	Journal article
Publication Title:	Academy of Management Proceedings
Creators:	Udeozor, V., Mosey, S., Greenman, A. and Amess, K.
Publisher:	Academy of Management
Date:	2019
Volume:	2019
Number:	1
ISSN:	0065-0668
Identifiers:	Number Type 10.5465/ambpp.2019.10727abstract DOI 1239419 Other
Divisions:	Schools > Nottingham Business School
Record created by:	Linda Sullivan
Date Added:	22 Nov 2019 09:26
Last Modified:	22 Nov 2019 09:26
URI:	https://irep.ntu.ac.uk/id/eprint/38443

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