IEEC Evaluating Entrepreneurship Education impact within Universities: a longitudinal perspective
A tale of two universities…….. Prof. David Pickernell (now Prof. Paul Jones Portsmouth University) Rebecca Fisher Christine Atkinson Celia Netana
Background to project Obje bjectives a s and V nd Value ue o of E Enterpr prise se E Educ ducation ( n (EE) Objectives for effective EE Value of EE (Gibb, 2005) 1) to develop an effective 1)enhance employability skills understanding of (Etzkowitz et al., 2000), entrepreneurship (Chen et al. , 2)reduce graduate unemployment 1998; Jack and Anderson, 1999); (Onuma, 2016) and 2) to acquire an entrepreneurial 3)help enable entrepreneurial mindset (Loudon and Smither, activity to solve economic 1999) and underperformance (Matlay, 2006). 3) to gain relevant knowledge 4)development of entrepreneurial regarding business start-up and skills and knowledge (Henry et al , development processes 2005; Autio et al , 2014).
The Literature • Graduates with an EE degree Some questions around: were more likely to start new • the effective integration of enterprises than other entrepreneurship into the graduates. (Kolvereid and curriculum (Hannon, 2006), Moen,1997) • the extent to which it benefits • taking entrepreneurship courses students (Chell and Allman, (Souitaris et al., 2007; Athayde, 2003) and 2009; Sánchez, 2013) or their • the effectiveness of formal and very presence increases interest informal EE (Hytti and in self-employment (Walter et O’Gorman, 2004). al., 2013).
Background to project “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness….” Charles Dickens , A Tale of Two Cities
Rationale for this project Studies so far: tend to consider immediate attitudinal impact on students of an EE intervention • (Rae et al., 2014; Nabi et al., 2016). • measure immediate changes in entrepreneurial attitudes as a result of an EE intervention (Peterman and Kennedy, 2003; Souitaris et al , 2007; Packham et al , 2010; Jones et al, 2013). • Recommendation for longer term impact of EE (Shinnar et al., 2014, Martin et al., 2013; Rae et al., 2014). • attitudes, perceptions and intentions toward self-employment can alter with the passage of time (Shook et al., 2003 and Matlay, 2011) • Limited number of studies looking at dynamic of time and impact of EE (Shook et al., 2003).
Methodology Stage 1 – Stage 2 - Stage 3 - qualitative Stage 5 - Stage 4 -Evaluation Identification of Quantitative online semi-structured Dissemination participants questionnaire interviews Alumni Online 23 interviews Report • • • • Interview • networks, questionnaire were undertaken combining notes University using Qualtrics (9 at Coventry, quant. and uploaded to records software 14 at USW) qual. NVivo Teaching staff 83 respondents Semi-structured elements • • • software and contacts, Social of which 39% interviews Internal shared • media derived from CU capturing dissemination between Undergraduate and 61% from experiences at both • Coventry and and USW leading up to institutions. USW postgraduate Key themes taking the Conferences • Thematic • • courses who arising from course, Journal analysis (open • completed questionnaire experiences papers coding, enterprise/ used to develop during the (Education + second order Small Business qualitative course and work Training coding) in the course interview pathways on article) title schedule graduation
Key findings from quantitative study 83 responses in all About the student HOW LONG AGO LAST ACCREDITED DELIVERY PATTERN ENTREPRENEURSHIP COURSE TAKEN Part Time % Within last year % 15% 27% Over 5 years % 30% 1-3 years ago % 29% Full Time % 73% 3-5 years ago % 26%
Key findings from quantitative study 83 responses in all About the student GENDER Ethnicity OTHER % 5.8 ASIAN % 7 BLACK % 11.6 WHITE % 69.8 Chart Title 0 10 20 30 40 50 60 70 80 1.2 Over 65 5.8 55-65 % 3.5 14 46-54 % 5.8 14 35-45 % 15.1 44.2 25-34 % 30.2 20.9 18-24 % 45.3 0 10 20 30 40 50 Age Now Age on course
Key findings from quantitative study About the student Reason to take course POTENTIALLY STARTING BUSINESS AT SOME 29.1 POINT IN FUTURE % POTENTIALLY STARTING BUSINESS IMMEDIATELY 12.8 AFTER COURSE % IN PROCESS OF STARTING BUSINESS AT TIME % 12.8 THINKING ABOUT STARTING A BUSINESS AT THE 16.3 TIME % INTERESTED IN ENTREPRENEURSHIP AS SUBJECT 52.3 % OBTAIN A QUALIFICATION % 45.3 0 10 20 30 40 50 60
Findings – about the course Course content Coaching 30.3 Bricolage/Resourcefulness /Effectuation 34.9 Female Entrepreneurship 36.4 Social Media 36.7 Mentoring 43.2 Pitching 51.3 ICT/Website/ E-commerce 52.5 Social Entrepreneurship 53.2 Intrapraneurship 55.9 Networking 56.8 Entrepreneurial Opportunity Recognition 63.2 Entrepreneurial environment assessment 63.3 Small Business Finance 68.3 Small Business Start-up 73.2 Internationalisation 74 Small Business Planning 76.8 Growth 78.5 Marketing 79.1 Leadership 80.2 Innovation 81 Entrepreneurial Strategy 86.6 Business Research Methods 91.8 0 10 20 30 40 50 60 70 80 90 100
Findings – about the impact of the course opportunity recognition, Impact on Small Positive Very Positive Impact Not Relevant marketing, growth and Impact % (Defined as Bricolage/Resourcefulness % Missing) /Effectuation Self-Employment 35.0 48.3 26 Intrapreneurial Activities 36.7 38.3 26 General Activities in organisation have been employed 42.9 35.7 16 in Entrepreneurship Support Activities 36.5 47.3 12 General Enterprising Behaviour 37.0 53.1 5 Business start up, growth and internationalisation content
Key findings - qualitative • Why did you want to study enterprise at University?
Key Findings from qualitative study– Why did you want to study enterprise at University? You need to be My father is a business adventurous to found owner . I studied Business for your own company A-level. I was good at it and and I believe I was an so decided to do a degree in It was all free and funded at the time…. adventurer. P.USW8 it. P.USW1 I was doing temping work at this point, not earning very much money…. They The course that I chose was, I gave us laptops, course books and I …if I’d have had more was looking for something very wouldn’t have had the money to it help with education I unique, something a bit otherwise. It was a BA Enterprise. And I wouldn’t have struggled different from what was out did it over the next 3 years whilst so much to earn a living there. I wanted something working and temping and all that. and I have struggled…. It that would stand me was a big thing for me P.USW14 not having a degree. out…P.110 P.USW11
Key qualitative findings Components of key themes Timeline relating to experiences from within the timeline Continuing study after Enterprise or Small Business course Influence of Enterprise course on After graduating an Enterprise or Small current situation Business course Career activity after course Identification with entrepreneurial activities, traits and characteristics Reflection and suggested improvements
Key qualitative findings Do you think the courses you studied, or the activities you engaged in, at University influenced what you are doing now? ..I’d learnt something and I have more confidence in The credibility comes partly then could put it in that I can do it . I realised that from the qualification and to practice . It was all small businesses have a partly that I can consolidate like a higher level lack of capital but then after I from my previous experience apprenticeship study that money isn’t and I know things for a fact P.USW3 everything you’ve got to have not just what I think P.USW9 – there are other resources other than money. P.USW10 I know a lot of people who haven’t start a business . I I’ve not just seen this on You Tube this don’t think modules I took is what I’ve done. I’ve lost money on it helped me start a business. or I’ve made money on it and this is There are some people on how it really happens in the real my course who have started world as opposed to getting what a business though P.USW1 could happen in theory. P107
Conclusion • EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. • A variety of life experiences have driven the respondents towards EE, supporting the results from the quantitative survey that EE has positive effects on more than just start-up and self-employment • complementary/substituting roles for the extra-curricular activities and resources highlighted as promoting entrepreneurial outcomes • “difference” that respondents perceive, between EE and other educational experiences that appears to be of great value, • the qualitative analysis indicating that EE tends to attract “adventurous” learners, with broad and multiple outlooks and interests. EE can also be seen to have had an impact in helping to further widen the horizons of these learners
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