Skip to main content
SpringerLink
Log in

An «instructional» perspective on entrepreneurship education — focusing on the development of team competencies

  • Published:
Empirical Research in Vocational Education and Training Submit manuscript

Abstract

Successful entrepreneurs are identified as the main driving force for economy. Therefore, in many countries various programs evoking and developing entrepreneurial activities are set up by governments with huge financial support. As current evaluations come up with different results of their effectiveness a meta-study suggests to use variables of outcomes of human capital investments (processes of learning, knowledge, skills) instead of variables of investments of human capital (education, experience) for monitoring and evaluating output and outcomes of entrepreneurial courses and programs. Within this study we pick up these challenges by firstly analyzing strengths and weaknesses of current entrepreneurship programs using the «curriculum-instruction-assessment-triad» as a heuristic frame. Secondly, we introduce a theory-based instruction approach for entrepreneurship education and present thirdly a first glance of assessment. The study is run within a compulsory business course for bachelor students. The results show by a pre-post-experimental-control-group design that the exemplarily focused curricular goal «team competencies» could be developed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Achleitner, K.-A.; Klandt, H.; Koch, L. et al. (2006), Jahrbuch Entrepreneurship 2005/06. Gründungsforschung und Gründungsmanagement. Berlin: Springer

    Google Scholar 

  • Achtenhagen, F. & Pätzold, G. (2011). Lehr-Lern-Forschung und Mikrodidaktik. In: R. Nickolaus, G. Pätzold, H. Reinisch et al. (Hrsg.): Handbuch Berufs- und Wirtschaftspädagogik. Bad Heilbrunn: Klinkhardt

    Google Scholar 

  • Achtenhagen, F. & Winther, E. (2009). Konstruktvalidität von Simulationsaufgaben: Computergestützte Messung berufsfachlicher Kompetenz — Am Beispiel der Ausbildung von Industriekaufleuten. Abschlussbericht für das BMBF. Göttingen: Professur für Wirtschaftspädagogik der Georg-August-Universität

    Google Scholar 

  • Ajzen, I. (1987). Attitudes, Traits, and Actions: Dispositional Prediction of Behavior in Personality and Social Psychology. In: L. Berkowitz (Ed.): Advances in Experimental Social Psychology. New York: Academic Press

    Google Scholar 

  • Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211

    Article  Google Scholar 

  • Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing. New York: Longman

    Google Scholar 

  • Armitage, C. J. & Conner, M. (2001). Efficacy of the Theory of Planned Behaviour: A Meta-Analytic Review. British Journal of Social Psychology, 40(4), 471–499

    Article  Google Scholar 

  • Arndt, W. (2006). Der optimale Businessplan. Handbuch: Münchner Business-Plan-Wettbewerb. München: panta rhei cm

    Google Scholar 

  • Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267–272

    Article  Google Scholar 

  • Baker, D. P.; Horvath, L.; Campion, M. et al. (2005). The ALL Teamwork Framework. In: T. S. Murray, Y. Clermont & M. Binkley (Eds.), International Adult Literacy Survey. Measuring Adult Literacy and Life Skills: New Frameworks for Assessment. Ottawa: Minister of Industry

    Google Scholar 

  • Ballstaedt, S.-P. (1982). Dokumentenanalyse. In: G. L. Huber & H. Mandl (Hrsg.): Verbale Daten. Weinheim: Beltz

    Google Scholar 

  • Braun, E.; Gusy, B.; Leidner, B. et al. (2008). Das Berliner Evaluationsinstrument für selbsteingeschätzte studentische Kompetenzen (BEvaKomp). Diagnostica, 54, 30–42

    Article  Google Scholar 

  • Bransford, J. D.; Brown, A. L. & Cocking, R. R. (Eds.) (2000): How People Learn. Brain, Mind, Experience and School. Washington DC: National Academy Press

    Google Scholar 

  • Briedis, K. (2007). Übergänge und Erfahrungen nach dem Hochschulabschluss. Ergebnisse der HIS-Absolventenbefragung des Jahrgangs 2005. www.his.de/pdf/pub_fh/fh-200713.pdf

  • Brodbeck, F.; Anderson, N. & West, M. (2000) TKI. Teamklima-Inventar. Göttingen: Hogrefe

    Google Scholar 

  • Brophy, J. E. & Good, T. L. (2000). School Effects. In: M. C. Wittrock (Ed.), Handbook of Research on Teaching, 3rd ed. New York: McMillan

    Google Scholar 

  • Brüderl, J.; Preisendörfer, P. & Ziegler, R. (2009). Der Erfolg neugegründeter Betriebe. Berlin: Duncker & Humblot

    Google Scholar 

  • BMWI [Bundesministerium für Wirtschaft und Technologie] (2006). EXIST. Existenzgründungen aus Hochschulen. Bericht der wissenschaftlichen Begleitung zum Förderzeitraum 1998–2005 (Kurzfsg.) [Forschungsbericht 555] www.exist.de/imperia/md/content/pdf_sonstiges/forschungsbericht_555.pdf

  • Cannon-Bowers, J. A.; Tannenbaum, S. I.; Salas, E. et al. (1995). Defining competencies and establishing team training requirements. In: R. A. Guzzo, E. Salas, & I. L. Goldstein (Eds.), Team effectiveness and decision making in organizations. San Francisco: Jossey-Bass

    Google Scholar 

  • Campion, M. A.; Medsker, G. J. & Higgs, A. C. (1993). Relations between work group characteristics and effectiveness. Implications for designing effective work groups. Personnel Psychology, 46, 823–850

    Article  Google Scholar 

  • CTGV [Cognition and Technology Group at Vanderbilt] (1997). The Jasper Project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah NJ: Erlbaum

    Google Scholar 

  • De Carolis, D. M.; Litzky, B. E. & Eddleston, K. A. (2009). Why Networks Enhance the Progress of New Venture Creation: The Influence of Social Capital and Cognition. Entrepreneurship Theory and Practice, 33, 527–545

    Article  Google Scholar 

  • Decuyper, S.; Dochy, F. & Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5, 111–133

    Article  Google Scholar 

  • Dochy, F.; Segers, M.; Van den Bossche, P. et al. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533–568

    Article  Google Scholar 

  • Duek, J. L. E. (2000). Whose group is it, anyway? Equity of student discourse in problem-based learning (PBL). In: D. H. Evensen & C. E. Hmelo (Eds.): Problem-Based Learning — A Research Perspective on Learning Interactions. Mahwah NJ: Erlbaum

    Google Scholar 

  • Egeln, J.; Dinges, M.; Knie, A. et al. (2010), Evaluation des Existenzgründungsprogramms EXIST III, ZEW Wirtschaftsanalysen, Bd. 95, Baden-Baden: Nomos

    Book  Google Scholar 

  • Engle, R. L., Dimitriadi, N., Gavidia, J. V. et al. (2010). Entrepreneurial Intent — a Twelve-Country Evaluation of Ajzen’s Model of Planned Behavior. International Journal of Entrepreneurial Behaviour & Research, 16 (1), 35–57

    Article  Google Scholar 

  • Ertl, B. & Mandl, H. (2004). Kooperationsskripts als Lernstrategie. Forschungsberichte des Instituts für Pädagogische Psychologie, 172. München: LMU

    Google Scholar 

  • evobis (2011). Handbuch zur Businessplan-Erstellung. www.evobis.de/fileadmin/user_upload/content/Handbuch/evobis-BP-Handbuch-Web.pdf

  • Fayolle, A. (2008). Entrepreneurship Education at a Crossroads: Towards a More Mature Teaching Field. Journal of Enterprising Culture, 16(4), 325–337

    Article  Google Scholar 

  • Fayolle, A. & Gailly, B. (2009). Assessing the Impact of Entrepreneurship Education: A Methodology and Three Experiments from French Engineering Schools. In: G. P. West, E. J. Gatewood & K. G. Shaver (Eds.): Handbook of University-wide Entrepreneurship Education. Cheltenham: Elgar

    Google Scholar 

  • Figl, K. (2010a). A Systematic Review of Developing Team Competencies in Information Systems Education. Journal of Information Systems Education, 21(3), 323–337

    Google Scholar 

  • Figl, K. (2010b). Team and media competencies in information systems (2nd ed.). München: Oldenbourg

    Book  Google Scholar 

  • Fraser, B. J.; Walberg, H. J.; Welch, W. W. et al. (1987). Syntheses of Educational Productivity Research. International Journal of Educational Research, 11, 145–252

    Article  Google Scholar 

  • Frey, K. & Frey-Eiling, A. (1993). Allgemeine Didaktik. 6. Aufl. Zürich: VDF

    Google Scholar 

  • Fueglistaller, U.; Klandt, H.; Halter, F. et al. (2009). An International Comparison of Entrepreneurship among Students. St. Gallen: Swiss Research Institute of Small Business and Entrepreneurship

    Google Scholar 

  • Funke, S. (forthcoming). Modelling and Measuring Team Competencies. München: Ludwig-Maximilians-Universität München

  • Gijbels, D.; Dochy, F.; Van den Bossche, P. et al. (2005). Effects of Problem-based Learning: A Meta-Analysis from the Angle of Assessment. Review of Educational Research, 75, 27–61

    Article  Google Scholar 

  • Glass, G. V.; McGaw, B. & Smith, M. L. (1991). Meta-Analysis in Social Research. Beverly Hills: Sage Hager, W., Patry, J. L. & Brezing, H. (Hrsg.) (2000). Evaluation Psychologischer Interventionsmaßnahmen. Bern: Huber

    Google Scholar 

  • Hager, W. & Hasselhorn, M. (2000). Einige Gütekriterien für Kriteriumsmaße bei der Evaluation von Interventionsprogrammen. In: W. Hager, J. L. Patry & H. Brezing (Hrsg.), Evaluation Psychologischer Interventionsmaßnahmen Bern: Huber

    Google Scholar 

  • Hasselhorn, M. & Gold, A. (2009). Pädagogische Psychologie. Erfolgreiches Lernen und Lehren (2. Aufl.). Stuttgart: Kohlhammer

    Google Scholar 

  • Henry, C.; Hill, F. & Leitch, C. (2003). Entrepreneurship Education and Training. Aldershot: Ashgate

    Google Scholar 

  • Hmelo, C. E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skills in medicine. The Journal of the Learning Sciences, 7, 173–208

    Article  Google Scholar 

  • Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16, 235–266

    Article  Google Scholar 

  • Hmelo, C. E.; Gotterer, G. S. & Bransford, J. D. (1997). A theory-driven approach to assessing the cognitive effects of PBL. Instructional Science, 25, 387–408

    Article  Google Scholar 

  • Izquierdo, E. & Deschoolmeester, D. (2010). What Entrepreneurial Competencies Should be Emphasized in Entrepreneurship and Innovation Education at the Undergraduate Level? In: A. Fayolle (Ed.): Handbook of Research in Entrepreneurship Education, Vol. 3. Cheltenam: Elgar

    Google Scholar 

  • Kailer, N. (2007). Evaluation of Entrepreneurship Education. In: A. Fayolle (Ed.): Handbook of Research in Entrepreneurship Education: Vol. 2. Cheltenam: Elgar

    Google Scholar 

  • Kauffeld, S. (2004). Fragebogen zur Arbeit im Team. FAT Manual. Göttingen: Hogrefe

    Google Scholar 

  • Kirschner, P. A.; Sweller, J. & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86

    Article  Google Scholar 

  • Klandt, H. (2004a). Unternehmenslebensphasen und ihre erfolgreiche Gestaltung. In: C. Steinle & K. Schumann (Hrsg.), Gründung von Technologieunternehmen. Wiesbaden: Gabler

    Google Scholar 

  • Klandt, H. (2004b). Entrepreneurship Education and Research in German-Speaking Europe. Academy of Management Learning & Education, 3(3), 293–301

    Article  Google Scholar 

  • Klandt, H. (2006). Gründungsmanagement: Der integrierte Unternehmensplan (2., überarb. Aufl.). München: Oldenbourg

    Book  Google Scholar 

  • Klieme, E. & Hartig, J. (2008). Kompetenzkonzepte in den Sozialwissenschaften und im erziehungswissenschaftlichen Diskurs. In: M. Prenzel, I. Gogolin, & H.-H. Krüger (Hrsg.): Kompetenzdiagnostik. Wiesbaden: VS Verlag für Sozialwissenschaften

    Google Scholar 

  • Koch, L. T. (2003). Unternehmerausbildung an Hochschulen. Zeitschrift für Betriebswirtschaft, EH 2, 25–46

    Google Scholar 

  • Kolvereid, L. & Isaksen, E. (2006). New Business Start-up and Subsequent Entry into Self-Employment. Journal of Business Venturing, 21(6), 866–885

    Article  Google Scholar 

  • Kulicke, M. (2006). EXIST — Existenzgründungen aus Hochschulen: Bericht der wissenschaftlichen Begleitung zum Förderzeitraum 1998 bis 2005. Berlin: BWI

    Google Scholar 

  • Kuratko, D. F. (2005). The Emergence of Entrepreneurship Education: Development, Trends, and Challenges. Entrepreneurship Theory and Practice, 29(5), 577–598

    Article  Google Scholar 

  • Lang-von Wins, T.; Leiner, R.; von Rosenstiel, L. et al. (2002). Aufgaben und ihre Bewältigung in der Vorgründungs-, Gründungs- und Nachgründungsphase: Eine empirische Erfassung des Verlaufes von geförderten Unternehmensgründungen. In: J. Schmude & R. Leiner (Hrsg.): Unternehmensgründungen — Interdisziplinäre Beiträge zum Entrepreneurship Research. Heidelberg: Physica

    Google Scholar 

  • Lee, L.; Wong, P. K.; Foo, M. D. et al.. (2011). Entrepreneurial Intentions: The Influence of Organizational and Individual Factors. Journal of Business Venturing, 26(1), 124–136

    Article  Google Scholar 

  • Lehmann, R. & Seeber, S. (2007). ULME III. Untersuchung von Leistungen, Motivation und Einstellungen der Schülerinnen und Schüler in den Abschlussklassen der Berufsschulen. Hamburg: Behörde für Bildung und Sport der Freien Hansestadt Hamburg

    Google Scholar 

  • Liñán, F. (2004). Intention-based Models of Entrepreneurship Education. Piccola Impresa = Small Business, 3, 11–35

    Google Scholar 

  • Liñán, F. (2007). The role of entrepreneurship education in the entrepreneurial process. In: A. Fayolle (Ed.): Handbook of Research in Entrepreneurship Education, Vol. 1. Cheltenham: Elgar

    Google Scholar 

  • Liñán, F. & Chen, Y.-W. (2009). Development and Cross-Cultural Application of a Specific Instrument to Measure Entrepreneurial Intentions. Entrepreneurship: Theory and Practice, 33(3), 593–617

    Google Scholar 

  • Liñán, F.; Moriano, J. A. & Zarnowska, A. (2008). Stimulating Entrepreneurial Intentions Through Education. In: J. A. Moriano, M. Gorgievski & M. Lukes (Eds.): Teaching Psychology of Entrepreneurship. Madrid: Universidad Nacional de Educación a Distancia (UNED)

    Google Scholar 

  • Lüthje, C. & Franke, N. (2003). The «Making» of an Entrepreneur: Testing a Model of Entrepeneurial Intent among Engineering Students at MIT. R&D Management, 33, 135–147

    Article  Google Scholar 

  • Mansio, H. (1997). The Effectiveness of Education in terms of Entrepreneurial Activity in Polytechnics. Helsinki: Helsinki School of Economics and Business Administration

    Google Scholar 

  • Marzano, R. J. & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives. 2nd ed. Thousand Oaks CA: Corwin

    Google Scholar 

  • Marzano, R. J.; Pickering, D. J. & Pollock, J. E. (2001). Classroom instruction that works: Research based strategy for increasing student achievement. Alexandria VA: Association for Supervision and Curriculum Development

    Google Scholar 

  • Mathieu, J.; Maynard, M.; Rapp, T. et al. (2008). Team Effectiveness 1997–2007: A Review of Recent Advancements and a Glimpse Into the Future. Journal of Management, 34(3), 410–476

    Article  Google Scholar 

  • Mayer, R. E. (2008). Learning and Instruction. Upper Saddle River NJ: Pearson

    Google Scholar 

  • Mayring, P. (2002). Einführung in die qualitative Sozialforschung. Eine Anleitung zu qualitativem Denken (5. Aufl.). Weinheim: Beltz

    Google Scholar 

  • Merrill, M. D.; Barclay, M. & Van Schaak, A. (2008). Prescriptive Principles for Instructional Design. In: J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer et al. (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed.). New York: Erlbaum, Taylor & Francis

    Google Scholar 

  • Müller, S. (2011). Increasing Entrepreneurial Intention: Effective Entrepreneurship Course Characteristics. International Journal of Entrepreneurship and Small Business, 13(1), 55–74

    Article  Google Scholar 

  • Nickolaus, R. (2011). Die Erfassung beruflicher Kompetenzen und ihrer Entwicklungen in der beruflichen Bildung — Forschungsstand und Perspektiven. In: O. Zlatkin-Troitschanskaia (Hrsg.), Stationen Empirischer Bildungsforschung. Wiesbaden: VS Verlag für Sozialwissenschaften

    Google Scholar 

  • Noß, M. (2000). Selbstgesteuertes Lernen am Arbeitsplatz. Wiesbaden: Gabler

    Book  Google Scholar 

  • Oosterbeek, H., van Praag, M. & Ijsselstein, A. (2010). The Impact of Entrepreneurship Education on Entrepreneurship Skills and Motivation. European Economic Review, 54(3), 442–454

    Article  Google Scholar 

  • Patry, J.-L. & Perrez, M. (2000). Theorie-Praxis-Probleme und die Evaluation von Interventionsprogrammen. In: W. Hager, J.-L. Patry & H. Brezing (Hrsg.): Evaluation Psychologischer Interventionsmaßnahmen. Bern: Huber

    Google Scholar 

  • Pellegrino, J. W. (2010). The Design of an Assessment System for the Race to the Top: A Learning Sciences Perspective on Issues of Growth and Measurement. Princeton: Educational Testing Service

    Google Scholar 

  • Peterman, N. & Kennedy, J. (2003). Enterprise education: influencing students’ perceptions of entrepreneurship. Entrepreneurship Theory and Practice, 28(2), 129–144

    Article  Google Scholar 

  • Peterson, N. G.; Mumford, M. D.; Borman, W. C. et al. (2001), Understanding work using the occupational information network (O*NET): Implications for practice and research. Personnel Psychology, 54, 451–492

    Article  Google Scholar 

  • Peterson, N. G.; Mumford, M. D.; Borman, W. C. et al. (Eds.) (1999). An Occupational Information System for the 21st Century: The Development of O*NET. Washington DC: American Psychological Association

    Google Scholar 

  • Pittaway, L. & Cope, J. (2007). Entrepreneurship Education — A Systematic Review of the Evidence. International Small Business Journal, 25(5), 477–506

    Article  Google Scholar 

  • Prenzel, M. & Drechsel, B. (1996). Ein Jahr kaufmännische Erstausbildung. Veränderungen in Lernmotivation und Interesse. Unterrichtswissenschaft, 24, 217–234

    Google Scholar 

  • Reetz, L & Tramm, T. (2000). Lebenslanges Lernen aus der Sicht einer berufspädagogisch und wirtschafts-pädagogisch akzentuierten Curriculumforschung. In: F. Achtenhagen & W. Lempert (Hrsg.), Le-benslanges Lernen im Beruf. Seine Grundlegung im Kindes- und Jugendalter. Bd. V. Opladen: Leske + Budrich

    Google Scholar 

  • Reynolds, P. D. (2007). New Firm Creation in the US: A PSED I Overview. Foundations and Trends in Entrepreneurship, 3(1), 1–149

    Article  Google Scholar 

  • Rindermann, H. & Amelang, M. (1994): Das Heidelberger Inventar zur Lehrveranstaltungsevaluation (HILVE): Handanweisung. Heidelberg: Asanger

    Google Scholar 

  • Schiro, M. S. (2008). Curriculum Theory. Conflicting Visions and Enduring Concerns. Thousand Oaks: Sage

    Google Scholar 

  • Schmude, J.; Heumann, S. & Wagner, K. (2009). Ranking 2009: Vom Studenten zum Unternehmer: Welche Universität bietet die besten Chancen? Düsseldorf: Handelsblatt-Verlag

    Google Scholar 

  • Schumpeter, J. A. (1911). The Theory of Economic Development. Cambridge MA: Harvard University Press

    Google Scholar 

  • Seeber, S. (2008). Ansätze zur Modellierung beruflicher Fachkompetenz in kaufmännischen Ausbildungsberufen. Zeitschrift für Berufs- und Wirtschaftspädagogik, 104, 74–97

    Google Scholar 

  • Seeber, S. & Nickolaus, R. (2010). Kompetenz, Kompetenzmodelle und Kompetenzentwicklung in der beruflichen Bildung. In: R. Nickolaus, G. Pätzold, H. Reinisch et al. (Hrsg.): Handbuch Berufs- und Wirtschaftspädagogik. Bad Heilbrunn: Klinkhardt

    Google Scholar 

  • Seidel, T. & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77(4), 454–499

    Article  Google Scholar 

  • Shavelson, R. J. (2010). Measuring College Learning Responsibly. Accountability in a New Era. Stanford CA: Stanford University Press

    Google Scholar 

  • Sherman, P.; Sebora, T. & Digman, L. (2008). Experiential Entrepreneurship in the Classroom: Effects of Teaching Methods on Entrepreneurial Career Choice Intentions. Journal of Entrepreneurship Education, 11, 29–42

    Google Scholar 

  • Shulman, L. S. (1986). Paradigms and Research Programs in the Study of Teaching: A Contemporary Perspective. In: M. C. Wittrock (Ed.): Handbook of Research on Teaching (3rd ed.). New York: McMillan

    Google Scholar 

  • Souitaris, V.; Zerbinati, S. & Al-Laham, A. (2007). Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources. Journal of Business Venturing, 22, 566–591

    Article  Google Scholar 

  • Starke, S. (2011). Fostering Networking as a Decisive Entrepreneurial Ability. Munich: Dr. Hut

    Google Scholar 

  • Stevens, M. J. & Campion, M. A. (1994). The Knowledge, Skill and Ability Requirements for Teamwork: Implications for Human Resource Management. Journal of Management, 20(2), 503–530

    Article  Google Scholar 

  • Stevens, M. J. & Campion, M. A. (1999). Staffing Work Teams: Development and Validation of a Selection Test for Teamwork Settings. Journal of Management, 25(2), 207–228

    Article  Google Scholar 

  • Strobel, J. & van Barneveld, A. (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. The Interdisciplinary Journal of Problem-based Learning, 3, 44–57

    Article  Google Scholar 

  • Tannenbaum, S. I.; Beard, R. L. & Salas, E. (1992). Team building and its influence on team effectiveness: An examination of conceptual and empirical developments. In: K. Kelley (Ed.): Issues, Theory and Research in Industrial/Organizational Psychology. Amsterdam: Elsevier

    Google Scholar 

  • Tkachev, A. & Kolvereid, L. (1999). Self-employment intentions among Russian students. Entrepreneurship & Regional Development, 11, 269–280

    Article  Google Scholar 

  • Uebelacker, S. (2005). Gründungsausbildung. Entrepreneurship Education an deutschen Hochschulen und ihre raumrelevanten Strukturen, Inhalte und Effekte. Wiesbaden: Deutscher Universitäts-Verlag

    Google Scholar 

  • Unger, J. M.; Rauch, A.; Frese, M. et al. (2011). Human Capital and Entrepreneurial Success: A Meta-Analytical Review. Journal of Business Venturing, 26, 341–358

    Article  Google Scholar 

  • US Department of Education (2010). Evaluation of Evidence-based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington: US Department of Education

    Google Scholar 

  • Van Merriënboer, J. J. G. & Kirschner, P. A. (2007). Ten Steps to Complex Learning. A systematic approach to four-component instructional design. Mahwah: Erlbaum

    Book  Google Scholar 

  • Volery, T. & Shaper, M. (2007). Entrepreneurship and Small Business: A Pacific Rim Perspective. Milton QLD: Wiley

    Google Scholar 

  • Volkmann, C.; Wilson, K.; Mariotti, S. et al. (2009). Educating the Next Wave of Entrepreneurs. Geneva: World Economic Forum

    Google Scholar 

  • Von Graevenitz, G.; Harhoff, D. & Weber, R. (2010). The effects of entrepreneurship education. Journal of Economic Behavior and Organization, 76(1), 90–112

    Article  Google Scholar 

  • Walberg, H. J. & Paik, S. J. (2000). Effective Educational Practices. Geneva: IBE-UNESCO

    Google Scholar 

  • Walter, S. G. & Walter, A. (2008). Deutsche Universitäten als Gründungsinkubatoren: Der Beitrag der Gründungsausbildung zur Gründungsintention von Studierenden. Zeitschrift für betriebswirtschaftliche Forschung, 60, 542–569

    Article  Google Scholar 

  • Weber, S. (in press). Measuring intercultural competence within vocational education. European Journal of Training and Development

  • Weber, S. & Starke, S. (2010). Lernpotenzial und Effekte eines Business-Planning-Kurses. Unterrichtswissenschaft, 38, 292–317

    Google Scholar 

  • Weber, S. & Hofmuth, M. (2011): Zur Messung interkultureller Kompetenz. In: U. Faßhauer, J. Aff, B. Fürstenau et al. (Hrsg.): Lehr-Lernforschung und Professionalisierung. Perspektiven der Berufsbildungsforschung. Leverkusen: Budrich

    Google Scholar 

  • Weber, S. & Hofmuth, M. (2012). Messung unterschiedlicher Facetten von interkultureller Kompetenz. In: G. Niedermair (Hrsg.): Kompetenzen entwickeln, messen und bewerten. Linz: Trauner

    Google Scholar 

  • Weinberg, S. L. & Abramowitz, S. K. (2002). Data Analysis for the Behavioral Sciences Using SPSS. Cambridge: Cambridge University Press

    Google Scholar 

  • Weiner, B. (1986). An attribution theory of motivation and emotion. New York: Springer

    Book  Google Scholar 

  • Weinert, F. E. (2002). Vergleichende Leistungsmessung in Schulen — eine umstrittene Selbstverständlichkeit. In: F. E. Weinert (Hrsg.),: Leistungsmessungen in Schulen. (2. Aufl.) Weinheim: Beltz

    Google Scholar 

  • Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria VA: ASCD

    Google Scholar 

  • Wilson, M.; Bejar, I.; Scalise, K. et al. (2010). Draft White Paper 2: Perspectives on methodological issues. Melbourne: ACTS

    Google Scholar 

  • Winther, E. (2010). Kompetenzmessung in der beruflichen Bildung. Bielefeld: Bertelsmann

    Google Scholar 

  • Woolfolk, A. (2008). Pädagogische Psychologie. (10. Aufl.) München: Pearson

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Institute for Human Resource Education and Management, Ludwig-Maximilians-Universität München, LMU, München, Germany

    Susanne Weber & Sabine Funke

Authors
  1. Susanne Weber
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sabine Funke
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susanne Weber.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Weber, S., Funke, S. An «instructional» perspective on entrepreneurship education — focusing on the development of team competencies. Empirical Res Voc Ed Train 4, 49–72 (2012). https://doi.org/10.1007/BF03546507

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03546507

Keywords

Search

Navigation