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Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-25994
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dc.contributor.authorThomas, Oliver-
dc.date.accessioned2022-11-11T09:49:35Z-
dc.date.available2022-11-11T09:49:35Z-
dc.date.issued2022-08-12-
dc.identifier.issn0950-4222de_CH
dc.identifier.issn2043-6858de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/25994-
dc.description.abstractEntrepreneurship is considered a critical factor in stimulating economic growth and creating employment. Entrepreneurship education is viewed as one of the key instruments for increasing entrepreneurial intention and activities. However, it remains unclear which elements of entrepreneurship education are most influential in shaping a participant’s intention to start a venture. This study aims to fill this gap by examining the impact of entrepreneurship education and the mediating role of alertness, inspiration, social networks and the acquisition of knowledge and skills (the rational “learning” component of entrepreneurship education) in a participant’s intention to start a venture. Drawing on entrepreneurship education theory, the author proposes that entrepreneurship education increases entrepreneurial intention if it induces a perceived increase in alertness, inspiration, social networks or knowledge and skills among participants. The empirical results of the multiple hierarchical regression analysis provide support for a full mediation effect of inspiration, social networks and knowledge and skills on the relationship between entrepreneurship education and entrepreneurial intention. These findings contribute to research in entrepreneurship education, enhance understanding of the main success factors in entrepreneurship education and offer useful insights for practitioners when developing effective entrepreneurship programs.de_CH
dc.language.isoende_CH
dc.publisherSagede_CH
dc.relation.ispartofIndustry and Higher Educationde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectAlertnessde_CH
dc.subjectEntrepreneurial intentionde_CH
dc.subjectEntrepreneurship educationde_CH
dc.subjectInspirationde_CH
dc.subjectSocial networkde_CH
dc.subjectLearningde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc658: Allgemeines Managementde_CH
dc.titleEntrepreneurship education : which educational elements influence entrepreneurial intention?de_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
dc.identifier.doi10.1177/09504222221121065de_CH
dc.identifier.doi10.21256/zhaw-25994-
zhaw.funding.euNode_CH
zhaw.issue3de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end344de_CH
zhaw.pages.start328de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume37de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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Thomas, O. (2022). Entrepreneurship education : which educational elements influence entrepreneurial intention? Industry and Higher Education, 37(3), 328–344. https://doi.org/10.1177/09504222221121065
Thomas, O. (2022) ‘Entrepreneurship education : which educational elements influence entrepreneurial intention?’, Industry and Higher Education, 37(3), pp. 328–344. Available at: https://doi.org/10.1177/09504222221121065.
O. Thomas, “Entrepreneurship education : which educational elements influence entrepreneurial intention?,” Industry and Higher Education, vol. 37, no. 3, pp. 328–344, Aug. 2022, doi: 10.1177/09504222221121065.
THOMAS, Oliver, 2022. Entrepreneurship education : which educational elements influence entrepreneurial intention? Industry and Higher Education. 12 August 2022. Bd. 37, Nr. 3, S. 328–344. DOI 10.1177/09504222221121065
Thomas, Oliver. 2022. “Entrepreneurship Education : Which Educational Elements Influence Entrepreneurial Intention?” Industry and Higher Education 37 (3): 328–44. https://doi.org/10.1177/09504222221121065.
Thomas, Oliver. “Entrepreneurship Education : Which Educational Elements Influence Entrepreneurial Intention?” Industry and Higher Education, vol. 37, no. 3, Aug. 2022, pp. 328–44, https://doi.org/10.1177/09504222221121065.


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