A1 Journal article (refereed), original research

Linking methods to outcomes: A multi-course mixed-method study of the effects of active and passive pedagogy on entrepreneurial intentions

Publication Details
Authors: van Ewijk Anne, Oikkonen Elena, Belghiti-Mahut Sofia
Publisher: Elsevier : Embargo period 24 months
Publication year: 2020
Language: English
Related Journal or Series Information: International Journal of Management Education
Volume number: 18
Issue number: 3
ISSN: 1472-8117
eISSN: 2352-3565
JUFO-Level of this publication: 1
Open Access: Not an Open Access publication


This sequential mixed method study explores how pedagogy affects students’ entrepreneurial

intentions. It outlines how positivist and constructivist educational paradigms are the basis of

conventional and entrepreneurial pedagogy, and how these paradigms manifest themselves in

entrepreneurship course learning objectives and teaching strategies. This overview engenders a

novel coding scheme that supports a double-coder qualitative content analysis of seventeen

entrepreneurship course syllabi, from twelve universities in eight countries. The coding results

are then quantified and incorporated into a hierarchical multiple regression analysis, using data

from a pre-post course student survey (N ¼ 232). Contrary to expectations, teaching strategies

across the international sample remain relatively conventional, particularly assessments, even for

courses that have mostly entrepreneurial course learning objectives. Furthermore, the results did

not demonstrate any effect of pedagogy type on students’ entrepreneurial intentions. From all

control variables, only ‘pre-course entrepreneurial intentions’ and ‘study level’ are related to (an

increase in) entrepreneurial intentions. Therefore, we recommend that universities target more

mature students and do not rely on stand-alone entrepreneurship courses to instill aspirations of

entrepreneurship among students. Instead, universities should strive to embed a more constructivist

educational approach more widely throughout their curricula.

Last updated on 2020-15-09 at 14:35