In order to unleash the entrepreneurial potential of young people, the German government has allocated substantial funds to strengthen entrepreneurship research in higher education. However, the inclusion of entrepreneurship in academic curricula has not been accompanied by assessments of its effects. Only recently, the stakeholders of entrepreneurship education (policymakers, teachers, and scholars) got interested in the specific impact of their programs. As a consequence, there is no clear empirical evidence on the effects of entrepreneurship education to date.
In this research project, we draw on two largely neglected and hidden effects of entrepreneurship education, namely the alignment and the sorting effect, in order to explain previous inconsistent evaluation outcomes. Using a quasi-experimental setting, we provide insights into how these effects emerge and are further amplified by course-induced updates in students’ attitudes and control beliefs about entrepreneurship.
The findings will challenge the de facto “gold standard” of relying on average measures in evaluating entrepreneurship education programs and propose several alternative and new outcomes measures.