Developing Entrepreneurial Self-Efficacy and Intent: A Case of Social Entrepreneurship
The chapter aims to determine whether entrepreneurial self-efficacy is developed in students participating in a social enterprise module and how this affects their career intentions. The assessment measures were intended to estimate the students’ sense of
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Developing Entrepreneurial SelfEfficacy and Intent: A Case of Social Entrepreneurship Jess Co and Sarah Cooper
Abstract
The chapter aims to determine whether entrepreneurial self-efficacy is developed in students participating in a social enterprise module and how this affects their career intentions. The assessment measures were intended to estimate the students’ sense of personal competence in both general skills and their understanding of and capacity to undertake entrepreneurship; ask questions about their envisaged career path; and examine the frequency of behaviours believed to herald entrepreneurship, before and after taking the module. The results show that taking the module affected self-efficacy but not intent. Based on the findings, the implications for educational policy are discussed.
J. Co (&) Senior Lecturer in Management School of Management and Enterprise, Faculty of Business Education, Law and Arts, University of Southern Queensland, Toowoomba, 4350, QLD e-mail: [email protected] S. Cooper Chair in Entrepreneurship and Enterprise Development University of Edinburgh Business School, The University of Edinburgh, 29 Buccleuch Place, Edinburgh, EH8 9JS, Scotland e-mail: [email protected] A. Lundström et al. (eds.), Social Entrepreneurship, International Studies in Entrepreneurship, DOI: 10.1007/978-3-319-01396-1_8, Springer International Publishing Switzerland 2014
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J. Co and S. Cooper
Problem Formulation
The Ewing Marion Kauffman Foundation reports that there are more than 5,000 campuses currently offering social entrepreneurship courses or programmes (Schwartz 2009), and regarding specific programmes or courses, Brock (2008) reports that over 350 professors in more than 35 countries were involved in teaching or researching social entrepreneurship. Brock and Steiner (2008) have comprehensively reviewed the state of social entrepreneurship education, and their results indicate that US universities and schools have been first movers in the development and delivery of social enterprise programmes. In Europe, UK academics have been early adopters, while in other countries social entrepreneurship education is in what might best be regarded as the start-up phase. Tracey and Phillips (2007) make a compelling argument that with the number of social entrepreneurial ventures are growing around the world, and because these enterprises have their own unique set of challenges to overcome, academic entrepreneurship programmes should be including the study of social entrepreneurship in their curricula. Researchers and policymakers believe that social entrepreneurship offers the potential for innovative solutions to some of world’s most difficult and seemingly intractable problems (Schwartz 2009). They also indicate an obvious lack of knowledge about the most effective pedagogical approaches to use in social entrepreneurship education. Entrepreneurship education has the potential to develop the knowledge and skills to start an enterprise. It can also encourage individuals to consider the
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