Entrepreneurship Education: The Role of Universities
The United States have them, European countries long for them, and universities are supposed to provide themâ€šÃ„Ã®entrepreneurs are ubiquitously wanted because of their supposed impact on innovation and economic growth. The underlying mechanism is developed in Schumpeterâ€šÃ„Ã´s (1912) Theory of Economic Development: Based on her exceptional personality and skills the entrepreneur initiates a process of creative destruction and hence acts as ultimate source of economic progress. Against this background, this paper poses the question if entrepreneurship can be taught, and finds some answers in the data of a rich German student survey. The empirical analysis assesses the impact of higher education at universities on the studentsâ€šÃ„Ã´ entrepreneurial intentions. We choose this focus for two reasons. First, we are interested in entrepreneurship that contributes to economic development. Since we consider innovation as driver of growth, we consequently concentrate on highly skilled individuals who have a comparatively high probability of being innovative. Second, entrepreneurship courses and professorships become increasingly popular at universities and especially business schools. Hence it is relevant to evaluate their impact in order to derive implications for future education measures. As potential goals of an entrepreneurship education, we consider the provision of technical, practical, and social skills that improve an individualâ€šÃ„Ã´s entrepreneurial abilities. These abilities are not predetermined but result from investments in entrepreneurial skills as known from the more general human capital investments. Controlling for endowments from school, socialization and parental role modeling as well as personal characteristics like risk attitude and cognitive capability, we are able to identify the actual influence of university education on entrepreneurship. Our data provides information about structural changes in the entrepreneurship education at 29 German universities over a time period of 23 years. Particularly, we investigate the impact of the introduction of entrepreneurship-courses, the creation of entrepreneurship counseling offices and the establishment of chairs for entrepreneurship on the studentsâ€šÃ„Ã´ self-reported desire to become an entrepreneur. Using a differences-in-differences approach our analysis evaluates the effectiveness of these different instruments of entrepreneurship education. A comprehensive assessment of associated technical, practical, and social skills rounds up our results.
|Date of creation:||Sep 2011|
|Date of revision:|
|Contact details of provider:|| Postal: |
Web page: http://www.ersa.org
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Falck, Oliver & Heblich, Stephan & Lameli, Alfred & Suedekum, Jens, 2010.
"Dialects, Cultural Identity, and Economic Exchange,"
IZA Discussion Papers
4743, Institute for the Study of Labor (IZA).
- Falck, Oliver & Heblich, Stephan & Lameli, Alfred & Südekum, Jens, 2012. "Dialects, cultural identity, and economic exchange," Journal of Urban Economics, Elsevier, vol. 72(2), pages 225-239.
- Oliver Falck & Stephan Heblich & Alfred Lameli & Jens Suedekum, 2010. "Dialects, Cultural Identity, and Economic Exchange," CESifo Working Paper Series 2961, CESifo Group Munich.
- Falck, Oliver & Heblich, Stephan & Lameli, Alfred & Südekum, Jens, 2012. "Dialects, cultural identity, and economic exchange," Munich Reprints in Economics 20568, University of Munich, Department of Economics.
- Falck, Oliver & Heblich, Stephan & Lameli, Alfred & Sudekum, Jens, 2011. "Dialects, Cultural Identity, and Economic Exchange," Stirling Economics Discussion Papers 2011-01, University of Stirling, Division of Economics.
- Oliver Falck & Stephan Heblich & Alfred Lameli & Jens Südekum, 2010. "Dialects, cultural identity and economic exchange," Working Papers 2010/26, Institut d'Economia de Barcelona (IEB).
- Oliver Falck & Stephan Heblich & Elke Lüdemann, 2009. "Identity and Entrepreneurship," CESifo Working Paper Series 2661, CESifo Group Munich.
- Thomas Dunn & Douglas Holtz-Eakin, 1996. "Financial Capital, Human Capital, and the Transition to Self-Employment:Evidence from Intergenerational Links," NBER Working Papers 5622, National Bureau of Economic Research, Inc.
- Dunn, Thomas & Holtz-Eakin, Douglas, 2000. "Financial Capital, Human Capital, and the Transition to Self-Employment: Evidence from Intergenerational Links," Journal of Labor Economics, University of Chicago Press, vol. 18(2), pages 282-305, April.
- Moulton, Brent R., 1986. "Random group effects and the precision of regression estimates," Journal of Econometrics, Elsevier, vol. 32(3), pages 385-397, August.
- George A. Akerlof & Rachel E. Kranton, 2002. "Identity and Schooling: Some Lessons for the Economics of Education," Journal of Economic Literature, American Economic Association, vol. 40(4), pages 1167-1201, December.
- Katz, Jerome A., 2003. "The chronology and intellectual trajectory of American entrepreneurship education: 1876-1999," Journal of Business Venturing, Elsevier, vol. 18(2), pages 283-300, March.
When requesting a correction, please mention this item's handle: RePEc:wiw:wiwrsa:ersa10p1202. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Gunther Maier)
If references are entirely missing, you can add them using this form.