Entrepreneurship education at tertiary institutions ranks high on policy agendas in Europe and the US. The increase in resources allocated to this kind of education comes along with a growing demand for justifying these investments. A better understanding of the size and nature of entrepreneurship education effects is critical. Richard Weber addresses this question and analyzes the effects of a large-scale compulsory entrepreneurship course on students' entrepreneurial intentions by employing a quasi-experimental approach. Moreover, he highlights the role of social interactions among students in building entrepreneurial skills. The results yield important implications for public policy, sponsors and lecturers of entrepreneurship education. Determinants of Entrepreneurial Intentions.- Assessing Entrepreneurship Education Using a Quasi-Experimental Approach.- A Bayesian Updating Approach to Evaluate Entrepreneurship Education.- Peer-Effects in Entrepreneurship Education.
Dr. Richard Weber completed his doctoral thesis under the supervision of Prof. Dietmar Harhoff, Ph.D., at the Institute for Innovation Research, Technology Management and Entrepreneurship and the LMU Entrepreneurship Center, Ludwig-Maximilians-Universität, Munich.
"Evaluating entrepreneurship education, a pioneering thesis by Richard Weber, focuses on evaluating the effects of entrepreneurship education through empirical analysis. ... This book can be enlightening for policy makers, researchers and entrepreneurship course planners and provides them a new angle to improve the design of the courses. It is also very informative for students to choose their own career paths." (Yanmei Yin and Wenqian Liang, Entrepreneurship Education, Vol. 1, 2018)
