Putting pedagogy back in: Moving from “whether” to “when” compulsory entrepreneurship education “works”
基于计划行为理论，对361名强制创业教育学生的调查发现，仅强制教育效果有限，但体验式教学法（如投入的教师和课外经历）能显著提升创业和创新意向，对资源受限环境下的教育策略有启示。
The growing interest in entrepreneurship education has sparked a debate about how pedagogy can support an intention to innovate. Drawing on the theory of planned behavior, we examine the links between experiential pedagogy, students’ intention to innovate, and entrepreneurial intent. Using structural equation modeling on a survey of 361 students of compulsory entrepreneurship education across public and private universities in a developing economy, we find that compulsory entrepreneurship education alone has minimal impact on entrepreneurial intent and innovation intention. However, engaged faculty and out-of-class experiences, both elements of experiential pedagogy, positively influence attitudes and behavior toward entrepreneurship, regardless of university type. Out-of-class experiences notably boost innovation intentions, mediated by behavioral control. Our findings contribute to entrepreneurship education scholarship by highlighting the efficacy of experiential pedagogy in resource-constrained environments and informing the optimization of entrepreneurship education strategies in developing economies.