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Impact Assessment of an Entrepreneurship Course on Students’ Entrepreneurial Competencies: A Constructivist Perspective







This paper reports on educational issues of an entrepreneurship course, supported by a constructivist perspective. The study discusses the relevance of constructivism in entrepreneurship education. As a way of assessing this issue, a pre-test-post-test multiple-group quasi-experimental design was performed with the data collected during an academic term. Data were collected by using three instruments to examine the students’ entrepreneurial competencies and self-efficacy levels; two of them were newly developed. Results indicate that an action-oriented instructional approach, fitting into the constructivist view, has a positive impact on the development of entrepreneurial competencies in undergraduate students. Furthermore, the findings reveal that students self-assessed higher on their entrepreneurial self-efficacy after the course completion. Discussion of the findings and implications for future research are presented.

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  • E. Izquierdo & D. Buyens, 2008. "Impact Assessment of an Entrepreneurship Course on Students’ Entrepreneurial Competencies: A Constructivist Perspective," Working Papers of Faculty of Economics and Business Administration, Ghent University, Belgium 08/506, Ghent University, Faculty of Economics and Business Administration.
  • Handle: RePEc:rug:rugwps:08/506

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    1. Johan Christiaens, 2004. "Capital assets in governmental accounting reforms: comparing Flemish technical issues with international standards," European Accounting Review, Taylor & Francis Journals, vol. 13(4), pages 743-770.
    2. Norvald Monsen, 2001. "Cameral accounting and cash flow reporting: some implications for use of the direct or indirect method," European Accounting Review, Taylor & Francis Journals, vol. 10(4), pages 705-724.
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    Constructivist Perspective; Entrepreneurship; Competencies; Self-efficacy.;

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