Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of learning outcomes, analysing 159 published articles from 2004-2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Re-confirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely under-describe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasised directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mindset, focus on the impact indicators related to the intention-to-behaviour transition, and explore the reasons for some of the contradictory findings in impact studies including person-, context- and pedagogical model-specific moderators.

Drawing on entrepreneurship education (EE) theory, this article examines the role of learning and inspiration in developing students' entrepreneurial intentions in the First Year in Higher Education. This addresses the paucity of research on early university experiences of EE and their influence on entrepreneurial intentions. Using a longitudinal survey of business students at a British university, the authors identify four scenarios related to the participation/non-participation in EE and subsequent increase or decrease of entrepreneurial intentions. A sub-set of those surveyed are interviewed (n = 49) to better understand how their university experience has influenced their entrepreneurial intentions. Findings suggest that the influence of EE is variable, in some cases even leading to a decrease in entrepreneurial intentions. The results contribute to theories of EE and intentions in the early stages of higher education. The authors discuss implications for theory and practice.

Purpose – This paper aims to address the need for a re-focused research agenda in relation to graduate entrepreneurship. An important theme for some years has been the effort to monitor attitudes and intentions of students towards starting up their own businesses. It is timely, however, to raise some questions about both the impact of this research and likewise the general approach it has taken in understanding the phenomenon of graduate entrepreneurship. Design/methodology/approach – The paper draws on a large data set (over 8,000 students) from one UK region. Specifically, it presents data from the 2007/2008 Entrepreneurial Intentions (EI) survey within the Yorkshire and Humberside region and reflects back over previous iterations of this research. Findings – The paper identifies three key outcomes. First, it establishes that across all years of the survey a substantial minority of students consistently hold relatively strong start-up intentions. Second, the paper highlights that, despite considerable efforts to increase the numbers moving to start-up, little impact is discernible. Third, the paper suggests that, although the EI survey is useful as a stock-taking exercise, it fails to address critical questions around the impact of higher education on entrepreneurship and the transition from entrepreneurial intent to the act of venture creation. Originality/value – The paper provides an important positioning perspective on the relationship between higher education and graduate entrepreneurship. While highlighting the importance of the EI research, the paper establishes the need for a re-focused research agenda; one that is conceptually robust and with a focus on the student journey from higher education to graduate entrepreneur.

Purpose – The purpose of this article is to provide a selective review of literature on the career-related decision-making processes in terms of the transition from student to business start-up, and the nature and influence of support and guidance. Design/methodology/approach – Primarily, a critical review of a range of recently published literature (1995-2005) addressing the theoretical and practical aspects of the journey from student to start-up. The literature is divided into sections: the graduate labour market: a state of flux; Conceptual and definitional issues; Career choice and decision-making; and Start-up training and support. Findings – The paper finds that despite an increasing body of theoretical and empirical literature on career choice in general and on the career choice to start-up a business in the form of intention models, there remains a lack of in-depth research on the stories, circumstances, contexts and complexities of graduates on their journey from student to business start-up. A transition from entrepreneurial intentions to actual start-up is often assumed but under-researched in terms of career development and decision making processes. The nexus between training, support, intent and actual career choice to start-up a business remains under-investigated. Research limitations/implications – Given that careers are made in a changing and complex context, simple relationships should not be expected. Hence, rather than focusing solely on certain aspects of the start-up process, research is needed that takes a more holistic approach. Practical implications – The study highlights the need for research that does justice to the complexities of the decisions made in the process from student to start-up and by implication public policy and practice in relation to formal intervention within this aspect of the graduate labour market. Originality/value – The paper lays the basis for a more nuanced understanding of the journey from student to start-up of value to both researchers and policy makers.