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dc.contributor.authorThomas, Oliver-
dc.contributor.authorWulf, Torsten-
dc.date.accessioned2019-10-04T13:50:33Z-
dc.date.available2019-10-04T13:50:33Z-
dc.date.issued2019-
dc.identifier.issn1742-5360de_CH
dc.identifier.issn1742-5379de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/18344-
dc.description.abstractEntrepreneurship education has been introduced and promoted at many universities throughout the world with the aim of fostering economic growth and employment. However, research has shown only weak effects of entrepreneurship education programs on participants’ intentions to start a business, which has given rise to a debate about the effectiveness of such programs. Accordingly, researchers have called for consideration of variables that might moderate this relationship. This study attempts to fill this gap by examining the effect of three cognitive biases as possible moderators of the relationship between entrepreneurship education and entrepreneurial intentions: overoptimism, overconfidence, and the planning fallacy. The results indicate that overoptimism and the planning fallacy moderate the effects of entrepreneurship education. The study also shows that entrepreneurship education has a significant, positive impact on entrepreneurial intentions. Our results have implications for entrepreneurship education scholars, university managers, and developers of entrepreneurship programs.de_CH
dc.language.isoende_CH
dc.publisherIndersciencede_CH
dc.relation.ispartofInternational Journal of Entrepreneurial Venturingde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectCognitive biasde_CH
dc.subjectEntrepreneurial intentionde_CH
dc.subjectPlanning fallacyde_CH
dc.subjectVenture creationde_CH
dc.subject.ddc338: Produktionde_CH
dc.titleEntrepreneurship education and intention to start a business : the moderating role of cognitive biasesde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
dc.identifier.doi10.1504/IJEV.2019.10021564de_CH
zhaw.funding.euNode_CH
zhaw.issue5de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end439de_CH
zhaw.pages.start413de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume11de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.author.additionalNode_CH
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Thomas, O., & Wulf, T. (2019). Entrepreneurship education and intention to start a business : the moderating role of cognitive biases. International Journal of Entrepreneurial Venturing, 11(5), 413–439. https://doi.org/10.1504/IJEV.2019.10021564
Thomas, O. and Wulf, T. (2019) ‘Entrepreneurship education and intention to start a business : the moderating role of cognitive biases’, International Journal of Entrepreneurial Venturing, 11(5), pp. 413–439. Available at: https://doi.org/10.1504/IJEV.2019.10021564.
O. Thomas and T. Wulf, “Entrepreneurship education and intention to start a business : the moderating role of cognitive biases,” International Journal of Entrepreneurial Venturing, vol. 11, no. 5, pp. 413–439, 2019, doi: 10.1504/IJEV.2019.10021564.
THOMAS, Oliver und Torsten WULF, 2019. Entrepreneurship education and intention to start a business : the moderating role of cognitive biases. International Journal of Entrepreneurial Venturing. 2019. Bd. 11, Nr. 5, S. 413–439. DOI 10.1504/IJEV.2019.10021564
Thomas, Oliver, and Torsten Wulf. 2019. “Entrepreneurship Education and Intention to Start a Business : The Moderating Role of Cognitive Biases.” International Journal of Entrepreneurial Venturing 11 (5): 413–39. https://doi.org/10.1504/IJEV.2019.10021564.
Thomas, Oliver, and Torsten Wulf. “Entrepreneurship Education and Intention to Start a Business : The Moderating Role of Cognitive Biases.” International Journal of Entrepreneurial Venturing, vol. 11, no. 5, 2019, pp. 413–39, https://doi.org/10.1504/IJEV.2019.10021564.


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