Abstract
Entrepreneurship education (EE) is a pivotal inspiration for students’ efforts to acquire entrepreneurial knowledge (EK), which can enable them to found new business ventures. We draw on entrepreneurial inspiration theory to develop a framework that we use to test (a) the mediating effect of entrepreneurship education and (b) the moderating effects of different pedagogical approaches on the relationship between students’ entrepreneurial intention (EI) and EK. The results reveal that entrepreneurship has significant and positive direct and indirect effects on the relationship between EI and EK. Importantly, our analyses reveal that the different pedagogical approaches used in business schools to impart EK have strong positive moderating effects in this context. An examination of these pedagogical approaches indicates that assessments can enhance university students’ EK most significantly, followed by in-class activities and lectures. We discuss the results of this study and its implications for entrepreneurship educators and policymakers seeking to design effective curricula.
RAS ID
76568
Document Type
Journal Article
Volume
10
Issue
1
School
School of Business and Law
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Publisher
Elsevier
Identifier
Muhammad Aftab Alam: https://orcid.org/0000-0002-1657-5795
Comments
Chang, F. Y., Alam, M. A., & Taylor, M. (2025). The mediating and moderating roles of entrepreneurship education in the perceived acquisition of entrepreneurial learning and knowledge. Journal of Innovation & Knowledge, 10(1). https://doi.org/10.1016/j.jik.2024.100645