Authors: Laura Castaldi; Enrica Sepe; Claudio Turi; Valentina Iscaro
Addresses: Department of Economics, University of Campania Luigi Vanvitelli, Corso Gran Priorato di Malta, Capua, 81043, Italy ' Department of Economics, Management, Institutions, University of Naples Federico II, Monte Sant'Angelo, Via Cinthia, 26, Naples, 80126, Italy ' Department of Economics, University of Campania Luigi Vanvitelli, Corso Gran Priorato di Malta, Capua, 81043, Italy ' Department of Management, Marketing and Logistics, Alabama A&M University, USA
Abstract: Despite extensive research into entrepreneurship education (e.g., Collins et al., 2004; Pittaway and Cope, 2007; Solomon, 2007; Blenker et al., 2014), many studies focus upon pedagogical 'good practice', rather than establishing its effectiveness. As well as achieving the social goals of any curriculum in terms of enabling students to fulfil their potential and ultimately to obtain gainful employment, entrepreneurship can also potentially be evaluated to establish whether it meets its desired objectives or learning outcomes. Our aim, therefore, is to conduct a critical appraisal of how experiential approaches can enhance the achievement of learning outcomes in entrepreneurship education. A partial least square path modelling (PLS-PM) was used to test the relationships involved in the research model.
Keywords: entrepreneurship education; entrepreneurial learning and outcomes; partial least square path-modelling.
Global Business and Economics Review, 2020 Vol.22 No.1/2, pp.178 - 197
Received: 02 Mar 2018
Accepted: 14 Nov 2018
Published online: 11 Feb 2020 *