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Entrepreneurship Education
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Entrepreneurship Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 October 2020) | Viewed by 91450

Special Issue Editor

Dr. Tomasz Rachwał

E-Mail Website
Guest Editor
Department of Entrepreneurship and Spatial Management, Institute of Geography, Pedagogical University of Cracow, Podchorążych 2, 30-084 Kraków, Poland
Interests: entrepreneurship education; economic geography education; development of entrepreneurship

Special Issue Information

Dear Colleagues,

As a Guest Editor, I would like to invite you to submit articles for publication in a Special Issue of Education Sciences that will focus on entrepreneurship education. We are looking for both empirical research and conceptual articles that will deal with experiences from different countries and the challenges facing entrepreneurship education.

Entrepreneurship is an extremely popular concept in the social and scientific discourse in recent years. Therefore, there are more and more types of "entrepreneurial" projects or strategies and programs aimed at its development. This is due to the fact that its role is widely recognized in the private life of people and the development of society, as well as the functioning of the economy and its entities. Therefore, entrepreneurship education is perceived as a very important factor influencing the dynamics of socio-economic development. Hence, in many countries, especially in Europe, entrepreneurship is treated as a key competence of educational systems.

Due to the fact that entrepreneurship is an ambiguous concept, variously defined on the basis of individual scientific disciplines, the starting point should be defining entrepreneurship for educational purposes and indicating competencies that fall within the scope of entrepreneurship. A recent, comprehensive conceptual proposal in this field is the study by S. Mitchelmore and J. Rowley (2010). However, different approaches to entrepreneurship in education are adopted in individual countries. The position and place of entrepreneurship varies in different education systems. The expected learning outcomes and the choice of teaching content and methods are also diversified. In addition, program reforms in this area are being carried out in many countries. Changes in this area are often a big challenge for all stakeholders of the education process. Therefore, it is important to exchange research results on the effects of entrepreneurship education at different levels, from kindergarten through primary and secondary school to the university. This can determine the best way to develop entrepreneurship education, which is of great application importance.

If you think you are interested and able to contribute to this Special Issue, please respond within two weeks and also include a brief description and title of your article.

Thank you for your consideration of this invitation.

Dr. Tomasz Rachwał
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • entrepreneurial competences
  • entrepreneurship education
  • business competences
  • key competences
  • teaching methods of entrepreneurship education

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Published Papers (13 papers)

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Research

19 pages, 419 KiB  
Article
Effective Collaboration of Entrepreneurial Teams—Implications for Entrepreneurial Education
by Beata Krawczyk-Bryłka, Katarzyna Stankiewicz, Paweł Ziemiański and Michał T. Tomczak
Educ. Sci. 2020, 10(12), 364; https://doi.org/10.3390/educsci10120364 - 2 Dec 2020
Cited by 7 | Viewed by 3908
Abstract
In the situation of a permanent change and increased competition, business ventures are more and more often undertaken not by individuals but by entrepreneurial teams. The main aim of this paper is to examine the team principles implemented by effective entrepreneurial teams and [...] Read more.
In the situation of a permanent change and increased competition, business ventures are more and more often undertaken not by individuals but by entrepreneurial teams. The main aim of this paper is to examine the team principles implemented by effective entrepreneurial teams and how they differ in nascent and established teams. We also focused on the relationship between the implementation of these rules by entrepreneurial team members and their evaluation of venture performance and personal satisfaction. The quantitative method was used: a list of nine items describing the principles important for the entrepreneurial teams’ collaboration was included in a questionnaire conducted in a group of 106 Polish entrepreneurs who run their businesses as members of entrepreneurial teams. The results of the research showed that all the collaboration principles included in the prepared scale are implemented by the tested entrepreneurial teams; in the case of two particular items, the obtained scores were higher in nascent teams. The correlation between principle implementation and venture performance as well as the correlation between principle implementation and entrepreneurs’ professional satisfaction was confirmed. In addition, the goal was to emphasize the importance of the entrepreneurial team’s collaboration due to its effectiveness, and propose the prepared scale as a tool for entrepreneurial reflective learning. Finally, statements by members of two entrepreneurial teams concerning team collaboration are presented to deliver case studies that can be used during entrepreneurship courses. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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12 pages, 236 KiB  
Article
The Structure of Entrepreneurial Team Members’ Competencies: Between Effectuation and Causation
by Katarzyna Stankiewicz, Michał T. Tomczak, Paweł Ziemiański and Beata Krawczyk-Bryłka
Educ. Sci. 2020, 10(11), 337; https://doi.org/10.3390/educsci10110337 - 18 Nov 2020
Cited by 3 | Viewed by 2966
Abstract
A conscious shaping of entrepreneurial competence is a relevant element of entrepreneurial education. In order to recognize which of the competencies regarded as entrepreneurial are characteristic of members of entrepreneurial teams, which is crucial for the work of those teams, it is necessary [...] Read more.
A conscious shaping of entrepreneurial competence is a relevant element of entrepreneurial education. In order to recognize which of the competencies regarded as entrepreneurial are characteristic of members of entrepreneurial teams, which is crucial for the work of those teams, it is necessary to identify the structure of those competencies. This quantitative study was conducted with the use of a survey method and involved 111 entrepreneurs working within 48 entrepreneurial teams. The main objective of the research was to verify the compliance of entrepreneurial competence with the effectual vs. causal approach, which would allow us to answer the question regarding which of these approaches characterizes entrepreneurs to a greater extent. This study aimed to examine which entrepreneurial competencies characterize entrepreneurs working in entrepreneurial teams, to verify them with the effectual vs. causal approach, and to define their internal structure. The results of this research revealed that the competencies related to the effectual approach are indicated to more frequently and strongly characterize the surveyed entrepreneurs. Additionally, an exploratory factor analysis enabled the identification of three main, internally consistent groups of elements forming the competence structure of the surveyed entrepreneurs. Our results may be used in the development and modernization of curricula and courses in entrepreneurship education. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
14 pages, 381 KiB  
Article
What Potential Entrepreneurs from Generation Y and Z Lack-IEO and the Role of EE
by Julita Eleonora Wasilczuk and Anita Richert-Kaźmierska
Educ. Sci. 2020, 10(11), 331; https://doi.org/10.3390/educsci10110331 - 16 Nov 2020
Cited by 5 | Viewed by 2799
Abstract
This paper addresses the issue of individual entrepreneurship orientation (IEO) and entrepreneurship education (EE), which are both important for modern economic development. Intergenerational differences in these areas were discussed, especially characteristics of Generations Y and Z. The results of research conducted among 757 [...] Read more.
This paper addresses the issue of individual entrepreneurship orientation (IEO) and entrepreneurship education (EE), which are both important for modern economic development. Intergenerational differences in these areas were discussed, especially characteristics of Generations Y and Z. The results of research conducted among 757 Polish students showing their IEO are presented. 80% of respondents displayed high levels of proactivity (primarily directed at meeting their own needs), whilst only 56% exhibited innovativeness and only 47% risk-taking. On the basis of the research results, the authors formulated recommendations for entrepreneurship education, aimed at strengthening IEO among representatives of Generations Y and Z. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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14 pages, 801 KiB  
Article
Seven Challenges in Conceptualizing and Assessing Entrepreneurial Skills or Mindsets in Engineering Entrepreneurship Education
by Constanza Miranda, Julian Goñi, Bruk Berhane and Adam Carberry
Educ. Sci. 2020, 10(11), 309; https://doi.org/10.3390/educsci10110309 - 30 Oct 2020
Cited by 11 | Viewed by 4353
Abstract
The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved [...] Read more.
The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved within the literature. The following conceptual paper offers a critical perspective on challenges that have been identified. A narrative-style literature review was conducted to explore challenges emerging from both (a) the practice of teaching entrepreneurship and (b) the definitions and assessment of entrepreneurial mindsets and skills that result from those education processes in entrepreneurship education, particularly within an undergraduate engineering education context. We achieve this objective by discussing previously dispersed sources of literature from disciplines that have critically discussed and explored entrepreneurial themes, such as business education, sociology, psychology, and philosophy. Contemporary debates within multiple disciplines are integrated and organized as challenges to inspire new theoretical discussions among scholars, educators, and other practitioners that can inform a more comprehensive way to conceive and assess entrepreneurship in engineering education. Seven challenges were identified ranging from the definition of entrepreneurship in education to the role of ethics in the teaching and assessment of entrepreneurship. We use these seven challenges and research questions as a starting point for the disambiguation of the working definition of entrepreneurship in the context of engineering education. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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15 pages, 248 KiB  
Article
Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction
by Kaarina Sommarström, Elena Oikkonen and Timo Pihkala
Educ. Sci. 2020, 10(10), 268; https://doi.org/10.3390/educsci10100268 - 29 Sep 2020
Cited by 4 | Viewed by 3493
Abstract
Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic [...] Read more.
Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic education level schools’ cooperation with outside partners, especially from the school principals’ and teachers’ viewpoints. The study aims to understand the perspectives of teachers and principals on planning and organizing school-company interaction. To do this, content analysis was used in this qualitative study. The data were collected via semi-structured interviews with school teachers and principals, involving a total of 35 people working in basic education. The findings of the study show that principals and teachers intentionally select long-term cooperation methods to meet the aims of entrepreneurial learning. On the other hand, teachers that have chosen to apply short-term school-company cooperation methods have highlighted the ease of these methods rather than learning. Finally, our findings suggest that planning and organizing entrepreneurial learning would benefit from school-level commitment where collaboration between teachers and between teachers and company representatives is valued. We believe that would lead to more satisfied teachers and longer-term school-company cooperation, and also believe that short-term school-company cooperation methods would better meet the aims of entrepreneurial learning. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
18 pages, 706 KiB  
Article
Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education
by Hong Mei, Ching-Hung Lee and Yuanyuan Xiang
Educ. Sci. 2020, 10(9), 257; https://doi.org/10.3390/educsci10090257 - 22 Sep 2020
Cited by 62 | Viewed by 14478
Abstract
Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student [...] Read more.
Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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25 pages, 678 KiB  
Article
Including the Dark Side of Entrepreneurship in the Entrepreneurship Education
by Pawel Ziemianski and Jakub Golik
Educ. Sci. 2020, 10(8), 211; https://doi.org/10.3390/educsci10080211 - 18 Aug 2020
Cited by 7 | Viewed by 5436
Abstract
Pursuing an entrepreneurial career is often rewarding in terms of both economic and psychological outcomes. However, becoming an entrepreneur also has its darker side that affects professional and personal life. Meanwhile, the positivity bias is prevalent in entrepreneurial education and research. It is [...] Read more.
Pursuing an entrepreneurial career is often rewarding in terms of both economic and psychological outcomes. However, becoming an entrepreneur also has its darker side that affects professional and personal life. Meanwhile, the positivity bias is prevalent in entrepreneurial education and research. It is recognized as emphasizing the advantages of becoming an entrepreneur and giving considerably less attention to potential downsides. Based on the theoretical model of met expectations, it is proposed that building an accurate and balanced image of the entrepreneurial career is crucial to help students prepare to pursue it successfully. Using data from SEAS (Survey on Entrepreneurial Attitudes of Students) Project, authors quantitatively test the perception of the severity of negative aspects of entrepreneurship among 513 business students from northern Poland. Further, the results of 16 semi-structured qualitative interviews conducted with mature and experienced entrepreneurs from the same region are presented. They are focused on the entrepreneurs’ perspective on the experienced dark sides and reveal employed coping strategies. A call is made to include these findings in designing university entrepreneurship programs by eliciting the awareness of the existence of the dark sides and indicating the means of their attenuation. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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21 pages, 1403 KiB  
Article
Postgraduate Studies on Lean Management—A Review of Initiatives
by Mariusz Bednarek, Aleksander Buczacki, Lukasz Bielakowski, Bartlomiej Gladysz and Mariusz Bryke
Educ. Sci. 2020, 10(8), 197; https://doi.org/10.3390/educsci10080197 - 31 Jul 2020
Cited by 3 | Viewed by 5549
Abstract
The article elaborates upon a successful model of postgraduate studies on lean manufacturing. The subject of the research was nine editions of the Kaizen Academy postgraduate studies organized by the Warsaw University of Technology and the Kaizen Institute in the years 2009–2018, that [...] Read more.
The article elaborates upon a successful model of postgraduate studies on lean manufacturing. The subject of the research was nine editions of the Kaizen Academy postgraduate studies organized by the Warsaw University of Technology and the Kaizen Institute in the years 2009–2018, that still enjoys interest in the market. A detailed qualitative analysis of this case, followed by a comparative analysis with other post-graduate programs of this type on the national, European, and global level should make it possible to find what is necessary to launch and actively operate for a long time in the (considerably competitive) market of qualification raising programs related to Lean Management (critical success factors). The study has also identified the differences between a successful program, analyzed in detail, and other available programs described in the literature and on the Internet. This has been achieved through a structured analysis of thirty-nine postgraduate programs identified by querying scientific databases and the Google Internet search engine. Best practices and models of postgraduate education on Lean Management have been discussed, and the thirty-nine programs comprising the identified sample have been compared. Considering the very general level of the data available in terms of the organization of postgraduate programs, it has also been assessed if they follow constructivism and experiential learning paradigms. This has been achieved by including the industrial days/visit indicator in the comparison. Given its high value, it has been identified as a success factor of the postgraduate curriculum on Lean Management. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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17 pages, 1588 KiB  
Article
Data Mining in Entrepreneurial Competencies Diagnosis
by Marta Czyzewska and Teresa Mroczek
Educ. Sci. 2020, 10(8), 196; https://doi.org/10.3390/educsci10080196 - 28 Jul 2020
Cited by 9 | Viewed by 4605
Abstract
The aim of the paper is to diagnose the entrepreneurship competency levels among students to identify differences in competencies and their levels regarding gender, material status, and professional situation. In addition, the goal of the analysis is to indicate the competencies that need [...] Read more.
The aim of the paper is to diagnose the entrepreneurship competency levels among students to identify differences in competencies and their levels regarding gender, material status, and professional situation. In addition, the goal of the analysis is to indicate the competencies that need to be strengthened among individual groups of students. The research was conducted using a questionnaire by The European Entrepreneurship Competence (EntreComp) framework that was sent to students at the Pedagogical University of Cracow and the Rzeszow University. The rule induction method enabled us to discover dependencies that were not obvious among different competencies of respondents and their status. The research revealed that the surveyed women had completely different competencies than men. Good financial status has a positive impact on the self-assessment of competencies and worse-cause difficulties in assessing business ideas. Unemployed students need stimulation to take action, seek funding, share ideas, and protect them. Students running their businesses are able to identify market needs. The results revealed the following implications: It is important to verify the EntreComp methodology to examine how different groups are evaluating their entrepreneurial competencies; the data mining technique enables discover of new knowledge based on regularities hidden in data; and the results can be used to tailor special teaching programs for developing skills that individual subgroups lack. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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24 pages, 618 KiB  
Article
Generation Z: Fitting Project Management Soft Skills Competencies—A Mixed-Method Approach
by José Magano, Cláudia Silva, Cláudia Figueiredo, Andreia Vitória, Teresa Nogueira and Maria Alzira Pimenta Dinis
Educ. Sci. 2020, 10(7), 187; https://doi.org/10.3390/educsci10070187 - 21 Jul 2020
Cited by 53 | Viewed by 25595
Abstract
Generation Z is arriving in the workforce. Do these youngsters have the skills and traits to fit project teams? This study reviews the literature concerning project management competencies and the traits that are associated with Generation Z. To deepen the understanding of its [...] Read more.
Generation Z is arriving in the workforce. Do these youngsters have the skills and traits to fit project teams? This study reviews the literature concerning project management competencies and the traits that are associated with Generation Z. To deepen the understanding of its members (Gen Zers) traits, we explore the self-awareness of their profile, strengths and weaknesses with an empirical study. We used a mixed-method approach, implementing a survey on a sample of 211 college students about to enter the labor market. Comparing our survey results with the literature, we identified differences that reveal some of the lack of awareness of Gen Zers about their traits. Further analysis also revealed a significant correlation between the most highlighted Generation Z traits and essential project management soft skills, pointing to Generation Z as a promissory asset in the project management field. However, other essential project management (PM) soft skills were not grounded in personality traits. Our findings, namely the lack of awareness and association results, suggest the need for further research on educational approaches and re-thinking and targeting education and training policies that could strengthen Generation Z soft skills. Our results also suggest reflections about whether the Gen Zers traits fit the PM competencies sought by organizations. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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14 pages, 282 KiB  
Article
Assessment of Project Manager’s Competence in the Context of Individual Competence Baseline
by Mariusz Sołtysik, Małgorzata Zakrzewska, Adam Sagan and Szymon Jarosz
Educ. Sci. 2020, 10(5), 146; https://doi.org/10.3390/educsci10050146 - 21 May 2020
Cited by 19 | Viewed by 5326
Abstract
This study’s aim is to determine the consistency of student opinions regarding the importance of individual skills in three areas—people, practice, and perspective—with expert assessment. The study group consisted of five-year students accredited by IPMA Poland. The team of experts was comprised of [...] Read more.
This study’s aim is to determine the consistency of student opinions regarding the importance of individual skills in three areas—people, practice, and perspective—with expert assessment. The study group consisted of five-year students accredited by IPMA Poland. The team of experts was comprised of recruiters, project management lecturers, assessors, and information technology (IT) industry project managers. Our research shows divergences in the approach to key competence that a project manager should have. This is understandable, given the specifics of the comparison. However, the analysis that has been conducted and presented will allow the curricula to be revised. The subsequent evaluation of curricula should address the changes in the labor market. Education should provide key competences, especially as modern project management requires a full spectrum of competences and approaches. Besides experience, project management is the most frequently pursued competence that is required in terms of staff recruitment criteria. The research resulting figures may be useful for recruiters, certification institutions, and universities. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
19 pages, 295 KiB  
Article
Embedding E-Learning in Accounting Modules: The Educators’ Perspective
by Konrad Grabinski, Marcin Kedzior, Joanna Krasodomska and Agnieszka Herdan
Educ. Sci. 2020, 10(4), 97; https://doi.org/10.3390/educsci10040097 - 6 Apr 2020
Cited by 19 | Viewed by 7097
Abstract
The aim of the paper is to investigate the benefits and drawbacks resulting from the implementation of e-learning in accounting modules among educators. The primary source of data was a questionnaire conducted among 79 accounting lecturers, employed by the leading Polish economic universities. [...] Read more.
The aim of the paper is to investigate the benefits and drawbacks resulting from the implementation of e-learning in accounting modules among educators. The primary source of data was a questionnaire conducted among 79 accounting lecturers, employed by the leading Polish economic universities. The results of the survey have shown that e-learning is not widely used by accounting academics in Poland. The most important benefits of the e-courses included the enhancement of efficiency and flexibility of the teaching process. The most serious difficulties were an extensive amount of work associated with designing and updating course materials and technical problems. The effectiveness of e-learning techniques in teaching accounting subjects is determined by the easiness of e-learning delivery, more regular learning process, greater development of students’ social competences during e-learning classes and a more effective process of verification of students’ progress, in comparison with traditional classes. Furthermore, the study provides evidence that lecturers, who decided to use e-learning, perceive this way of teaching as more efficient, and at the same time more demanding, in comparison to traditional classes. The paper contributes to the understanding of the use of e-learning in accounting education and offers findings that might be useful for both policymakers and practitioners. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
15 pages, 715 KiB  
Article
Two Heads Are Better Than One—Entrepreneurial Continuous Learning through Massive Open Online Courses
by Agnieszka Żur
Educ. Sci. 2020, 10(3), 62; https://doi.org/10.3390/educsci10030062 - 7 Mar 2020
Cited by 15 | Viewed by 4035
Abstract
Globalisation and digital technology have changed the means and mechanisms of knowledge acquisition. The rapidly expanding open-access online resources and various digital learning platforms present new opportunities in the area of continuous entrepreneurial learning, including that of corporate employees. This paper draws on [...] Read more.
Globalisation and digital technology have changed the means and mechanisms of knowledge acquisition. The rapidly expanding open-access online resources and various digital learning platforms present new opportunities in the area of continuous entrepreneurial learning, including that of corporate employees. This paper draws on knowledge spillover theory in order to explore the potential of Massive Open Online Courses (MOOCs) as enablers of knowledge exchange, consolidation and new knowledge creation through connecting geographically and institutionally distant actors. The research design is based on a qualitative interpretative approach exploiting a triangulation of methods by using sets of quantitative data collected from MOOC participants, five focus group interviews and text content of online course discussion groups. This study contributes to our understanding of how digital technologies enable entrepreneurial learning on a massive scale. It identifies three factors which can trigger intense horizontal knowledge spillovers on a massive scale: (i) participants’ common interests and aspirations, (ii) induced mobilisation, and (iii) participants’ optional anonymity. Additionally, the findings of this study provide useful information for potential MOOC creators regarding the design and delivery of MOOCs targeting a high density of participant interactions. Full article
(This article belongs to the Special Issue Entrepreneurship Education)
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