Original Research

Conceptualising impact measurements of entrepreneurship education outcomes: A scoping review

Enoch Mensah-Williams, Evelyn Derera
Acta Commercii | Vol 23, No 1 | a1053 | DOI: https://doi.org/10.4102/ac.v23i1.1053 | © 2023 Enoch Mensah-Williams, Evelyn Derera | This work is licensed under CC Attribution 4.0
Submitted: 06 May 2022 | Published: 27 January 2023

About the author(s)

Enoch Mensah-Williams, School of Management, Information Technology and Governance, College of Law and Management, University of KwaZulu-Natal, Pietermaritzburg, South Africa
Evelyn Derera, School of Management, Information Technology and Governance, College of Law and Management, University of KwaZulu-Natal, Pietermaritzburg, South Africa

Abstract

Orientation: Research has highlighted the significant role of entrepreneurship education and training (EET) in transforming individual lives, communities and nations.

Research purpose: The purpose of the study was to explore the impact measurements of entrepreneurship education outcomes by exploring its indicators and methodological approaches and its associated challenges.

Motivation for the study: The impact measurement of entrepreneurship education is an under-researched area of study. This study intends to close this gap.

Research design, approach and method: A scoping review was conducted on 80 articles and dissertations using the Arksey and O’Malley framework to explore the extent, range and nature of literature on the impact measurements of entrepreneurship education.

Main findings: The study found three leading impact measurement indicators of entrepreneurship education – the subjective, objective and institutional-framework. The most commonly utilised methods of measuring the impact of entrepreneurship education are the pre and post-test or post-test, longitudinal and experimental designs. The findings also reveal that the primary challenge of impact measurement studies is self-selection of individuals who participate in EET programmes because of their desire to pursue entrepreneurial activities.

Practical/managerial implications: The impact measurement indicators of entrepreneurship education should be tailored to a specific audience and stakeholders’ perspectives and also assess the participant’s development, society and the national economy. The article, situated on the premise of the constructivists’ recommendation that learners are not tabula rasas; the measurement of the impact of entrepreneurship education should instead focus on ex-post results and not pre-post results.

Contribution/value-add: The study could assist entrepreneurship education curriculum evaluators to understand the various indicators and methods of measuring the impact of entrepreneurship education.


Keywords

entrepreneurship; education; impact measurements; methodological approaches; scoping review training.

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