Browsing Department of Strategic Management and Globalization (SMG) by Author "Moberg, Kåre"
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Moberg, Kåre (Frederiksberg, 2012)[More information][Less information]
Abstract: In this book chapter I present a multidimensional entrepreneurial self-efficacy (ESE) scale. The scale builds on three established ESE-scales, but the reliability of it is improved compared to the original three scales as the highly discipline-specific jargon is transformed to a more neutral wording of the items. The scale has been tested in a large scale survey including 445 students from twelve different programmes at three universities in Denmark and one university in Sweden. Exploratory factor analysis (EFA) has been applied in order to investigate the multidimensionality of the items in the scale, and confirmatory factor analysis (CFA) has been applied to investigate its convergent, discriminatory and nomological validity. The results demonstrate support for a multidimensional ESE-scale with high predictive validity regarding entrepreneurial behaviours and with high reliability as the items are comprehensible to respondents, regardless if they have entrepreneurial experience or not. The scale can thus be used in programme evaluations that include control groups or other type of individuals that lack entrepreneurial experience. URI: http://hdl.handle.net/10398/8565 Files in this item: 1
Moberg_SMGWP2012_6.pdf (855.5Kb) -
Moberg, Kåre (Frederiksberg, 2011)[More information][Less information]
Abstract: Interest in entrepreneurship education is growing over the world, especially in innovation based economies, such as Denmark (GEM, 2010). However, we know rather little about the outcomes of entrepreneurship education, in particular with respect to which type of course content produces the best results (i.e. most high performing entrepreneurs) and how this affects different types of students. There is a great variety of different views in the field of research concerning the content and structure of entrepreneurship courses, but no comprehensive study has yet been done in which these competing views are clearly articulated as rivals and tested against each other. There is also a lack of programme evaluations that use control groups and have a longitudinal design (Gorman, Hanlon & King, 1997; Karlsson & Moberg, 2011; Matlay, 2008). Those that have this setup often experience methodological problems due to their conceptual framework (Krueger, 2009), or they have a view of entrepreneurship that does not take into account the advancements within research that have been made during the last decade (Sarasvathy, 2008). Thus, we clearly need to dig deeper into this field in order to create methods and models that allow us to evaluate the outcomes of different types of entrepreneurship courses. In the beginning of 2011, the Danish Foundation for Entrepreneurship – Young Enterprise initiated a research project with the aim to further our understanding of the type of impact entrepreneurship education and different educational designs have on different types of students. Two longitudinal surveys, one with a focus on elementary- and secondary-level education and one with focus on tertiary-level education, will be performed and databases with students from all levels of the Danish educational system will be created. The surveys will use entrepreneurial self-efficacy (Mauer, Neergaard & Kirketerp, 2009) as a performance indicator, but in order to generate robust results the development of new measurement tools is needed. In this paper the initial phases of this project and the research design of these two surveys will be presented. The development of a new ESE scale and the results from the pilot surveys will also be presented. URI: http://hdl.handle.net/10398/8381 Files in this item: 1
Kaare Moberg_SMG WP 14_2011.pdf (718.6Kb) -
The Case of DenmarkMoberg, Kåre; Vestergaard, Lene; Jørgensen, Casper; Markussen, Elisabeth; Hakverdyan, Sose (Frederiksberg, 2013)[More information][Less information]
Abstract: In this book chapter we describe how Denmark’s eight universities have developed their supply of entrepreneurship education during the past three years. The governmental initiatives that aim to promote entrepreneurial universities, and the Danish context, are presented and related to this development. An assessment model of entrepreneurship education which includes the wide scope of dimensions important to education in the topic, such as content dimensions, stages in the entrepreneurial project and pedagogical dimensions is presented. By applying this model we have been able to analyse the strengths and weaknesses in the supply of entrepreneurship education at the eight universities. The results show that the Danish universities have developed well regarding entrepreneurship education, especially on the pedagogical dimensions which means that more courses are becoming through and for entrepreneurship, rather than about entrepreneurship. The dominance of universities with business schools do, however, suggest that entrepreneurship education in Denmark is far from reaching maturity. Our results also suggest that it is important to focus on how to sustain the supply of entrepreneurship education rather than just invest in new course development. URI: http://hdl.handle.net/10398/8658 Files in this item: 1
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Too Much of Two Good Things?Moberg, Kåre (Frederiksberg, 2012)[More information][Less information]
Abstract: I present an analysis of a survey in which the effect of entrepreneurship education and project-based education on students at lower secondary level is investigated. The results are based on a random sample of 2000 Danish students. The analysis indicates that entrepreneurship education has a positive effect on students’ personal development, and that its effect on entrepreneurial intentions is fully mediated by its effect on students’ self-conception. A finding with important policy implications is that there is a negative interaction effect between entrepreneurship education and project-based education regarding impact on students’ self-conception. The implication of the results is that we should replace project-based education with entrepreneurship education rather than having them run in parallel. URI: http://hdl.handle.net/10398/8515 Files in this item: 1
Moberg_SMGWP_4_2012.pdf (1.038Mb)
Now showing items 1-4 of 4