Edited by Alain Fayolle, Paula Kyrö, Tonis Mets and Urve Venesaar
Alain Fayolle, Paula Kyrö, Tõnis Mets and Urve Venesaar
Inna Kozlinska, Tõnis Mets and Kärt Rõigas
The empirical study presented in this chapter addresses a major gap in entrepreneurship education (EE) research: the lack of empirical evidence that the experiential approach to teaching is associated with superior outcomes in comparison to the traditional approach. It focuses on perceived learning outcomes specifically and applies the tripartite competence framework to assess them. The analysis is based on eight semi-structured interviews with entrepreneurship educators and a survey of 306 imminent and recent bachelor’s graduates taught by the interviewed educators at four Latvian business schools. The study has somewhat unexpected results, revealing that more experiential EE does not necessarily lead to better outcomes, and in some cases is even associated with an adverse effect, and that other factors unrelated to the interventions-in-question directly exhibit significant influence on these outcomes.