Impact of Entrepreneurial Learning on Entrepreneurial Self-Efficacy and Intention: Role of a Design-Based Entrepreneurship Education

Abstract

The cursory views of several practitioners and academicians have suggested that design-based approaches have inherent features that increase their chances of impacting entrepreneurial intention (EI) and entrepreneurial self-efficacy (ESE). However, minimal empirical enquiries exist to affirm this viewpoint. The current study’s overarching objective is to assess the influence of entrepreneurial learning (EL) acquired via a design-based entrepreneurial education (EE) on EI and ESE. We conducted a quantitative cross-sectional analysis of 207 participants’ responses. Using stepwise multiple regression analysis, we assessed the relationship and impact of EL indicators on EI and ESE. Though both personal and social emergence learning and contextual learning have a significant positive relationship with ESE, the latter was the most important on the individual level. This relationship further affirms that collaborations, interactive learning, and experiences drawn from team projects are the most critical influencers of a student’s ESE. The result of the stepwise multiple regression also affirmed that personal and social EL and ESE work better to influence EI. While the current study presently has implications for EE and entrepreneurship promotion, future studies may assess the impact of design-based EE on entrepreneurial actions rather than mere intentions.