|M.Sc Student||Vaizler Boaz|
|Subject||The Impact of Entrepreneurship Education on Entrepreneurial|
Self-Efficacy and Behavior: Unfolding the Effects
of Passion & Inspiration
|Department||Department of Industrial Engineering and Management||Supervisor||Professor Emeritus Uzi De Haan|
|Full Thesis text|
The current research is at the junction of work motivation theories and entrepreneurship education context, where previous attempts for critical assessment of education programs in measures of student motivation & intentions have been less than rigorous. This research is focused on the development of entrepreneurial self-efficacy (ESE) i.e. the belief that one is capable of executing the various roles and tasks of entrepreneurship successfully, as a primary objective of educational programs. The empirical work encompasses two longitudinal studies among Technion students. Study 1 explores the increase (delta) in ESE throughout the semester hypothesizing a difference between an entrepreneurship course and a control course (total N=72), but in fact we find an interaction effect between the course and the initial level of ESE, such that in the entrepreneurship course ESE does increase more for subjects with low-medium levels - but less or it even decreases for subjects with high initial levels. Study 2 closely examines an entrepreneurship course (N=75) to discover what benefits that may be captured from the program contribute to the development of ESE. Building upon recent advances that underline passion as an essential factor in entrepreneurial motivation, we suggest that it is the passion experienced by students for entrepreneurial activities rather than the formal learning that matters to enhance self-efficacy during the program. Findings support our novel hypothesis for the harmonious component of passion (i.e. when the activity becomes part of the person in harmony with other aspects of life) whereas its obsessive component (i.e. when the activity might get out of control and conflict with other aspects) does not display this effect. In addition, study 2 measures the nascent entrepreneurial activities of students during the course i.e. volitional steps towards moving their ideas from conception to implementation, and reveals that the inspiration to become entrepreneurs triggered in the course is the main benefit for nascent behavior. Taken together, this work promotes emerging research on the prominence of emotion in entrepreneurship and particularly in its effective teaching.
"Education is not filling a bucket, but lighting a fire." (William Yeats)