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| Author(s) | Year | Objective(s) | Delivery mode | Impact measure(s) | Data collection instrument(s) |
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| Gielnik et al. | 2015 | Start and operate a microbusiness such that it makes profit within the training period of 12 weeks under real business conditions. | The training can be described as action-based entrepreneurship training.
Twelve topics from the domains of entrepreneurship, psychology, and business administration were included to provide students with comprehensive skills in entrepreneurship. Examples of such topics are identifying business opportunities, marketing, financial management, networking, acquiring starting capital.
The training content was taught in form of action principles and active learning (learning-by-doing). | Entrepreneurial action;
business creation. | Questionnaires and interviews |
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| Rauch and Hulsink | 2015 | Prepare students for an entrepreneurial career, specifically to prepare them for establishing their own businesses. | Overall, the program provided theoretical knowledge about entrepreneurship and subsequently uses more and more practice-oriented classes involving active and participative learning philosophies.
A variety of teaching methods were used in the program (e.g., lectures, case studies, field projects, mentoring, experiential learning). | Entrepreneurial intention;
entrepreneurial behaviour. | Questionnaire |
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| Jones et al. | 2008 | Encourage students to consider an entrepreneurial career. | The course focused around two key elements: (1) the role and key attributes of the entrepreneur; (2) the development of a viable business idea. The content of the course aimed at informing the nascent entrepreneur in fundamental entrepreneurial knowledge, which included awareness of the entrepreneurial personality and skills required for successful business management and the evaluation of a valid business idea. The course supported multiple pedagogies, including face-to-face and e-learning delivery to provide maximum flexibility in its delivery. | Entrepreneurial career aspirations. | Questionnaire |
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| Jones et al. | 2011 | Encourage an enterprising student mindset. | The course focused around two key elements: (1) the role and key attributes of the entrepreneur; (2) the development of a viable business idea. The content of the course aimed at informing the nascent entrepreneur in fundamental entrepreneurial knowledge, which included awareness of the entrepreneurial personality and skills required for successful business management and the evaluation of a valid business idea. The course supported multiple pedagogies, including face-to-face and e-learning delivery to provide delivery flexibility. | Entrepreneurial attitudes;
career motivations toward and entrepreneurial career;
attitudes toward the learning experience. | Interviews |
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| Mohamed et al. | 2012 | Not stated. | Participants were exposed to several modules such as business opportunities, marketing, entrepreneurial simulations, and looking at the characteristics of successful entrepreneurs all of which are possessed to help motivate graduates to join the business field.
The program was conducted in a classroom environment and there were no field visits. | Perceptions of participants toward the programme (1) to enhance and develop interest in entrepreneurship, (2) to provide skills to perform proper business practices, (3) to change the perception from depending on jobs offered by the government and private sector and instead becoming an entrepreneur. | Structured questionnaire |
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| Solesvik et al. | 2013 | Encourage students to acquire assets to promote entrepreneurial mindsets. | Two entrepreneurship-specific education modules relate to theoretical and practical issues focusing upon entrepreneurial and business start-up processes. Entrepreneurship was taught through lectures and seminars. | Intensity of entrepreneurial mindset. | Structured questionnaire |
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| Sánchez | 2011 | Not stated. | A portfolio of complementary activities grouped under 4 components:
(1) a “taught” component with 4 modules (accounting, finance, marketing, management);
(2) a “taught” component on competencies (self-efficacy, risk-taking, proactiveness) as personality traits and attitudes;
(3) a “business-planning” component (business plan competitions and advice on developing a specific business idea);
(4) an “interaction with practice” component (talks from practitioners and networking events).
Exposition, lecture-discussion, some experiential exercises were typical techniques used in the program. | Entrepreneurial competencies (self-efficacy, proactiveness, risk-taking).
Intention of self-employment. | Questionnaire |
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| Van Auken | 2013 | Introduce students to a variety of entrepreneurship, language, and cultural experiences that would help them become more confident in their abilities and interested in starting a new business. | Entrepreneurship component (e.g., lectures on core entrepreneurship topics, small firm visits, independent projects around small businesses) was combined with study abroad learning context (e.g., understanding Spanish culture and language). | Interest in starting a business. | Questionnaire |
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| Chen et al. | 2015 | Cultivate professionals. | The course consisted of lectures given by the instructor. A business mentor was invited for coteaching. Successful and failure cases were used to help students to know more about business practices.
Lecture contents included entrepreneurial skills, ready skills (i.e., professional innovation ability), and business functional skills (e.g., marketing, risk management, human resources, financial and operational management). Students practiced business plan writing and were asked to present their business plan for starting-up their new business. | Entrepreneurial intentions;
learning satisfaction;
learning efficacy. | Questionnaire |
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| Souitaris et al. | 2007 | Not stated. | Activities grouped under 4 components:
(1) formal teaching of courses;
(2) business planning;
(3) interaction with practice;
(4) university support. | Entrepreneurial attitudes (attitudes toward self-employment, subjective norm, perceived behavioural control).
Intention to become self-employed.
Nascency (indication of entrepreneurial behaviour). | Questionnaire |
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| Fayolle et al. | 2006 | Introduce entrepreneurship as a possible and alternative choice of career for the students. | In terms of content and teaching approaches, the program was entirely dedicated to entrepreneurship topics, covering different situations such as corporate venturing, acquiring existing businesses, and starting new companies. | Perceived behavioural control;
entrepreneurial intention. | Questionnaire |
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| Fayolle and Gailly | 2015 | (1) Increase students’ awareness.
(2) Encourage students to see in entrepreneurship a potential career option. | The program included the teaching of key concepts of entrepreneurship (1/3 of all classes) as well as team workshops. It focused more particularly on the context and conditions of evaluation of venture creation projects. The main pedagogical approach relied on assessing new venture creation projects on the basis of their business plan. | Entrepreneurial attitudes and intention. | Questionnaire |
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| Fretschner and Weber | 2013 | (1) Change belief systems that ultimately drive the attitude toward entrepreneurship.
(2) Have an effect on an individual’s personal attitude toward entrepreneurship.
(3) Make students aware of self-employment as a viable occupational option. | The curricular goals of the course were largely in line with a typical awareness program, which implied that students learn about the nature of entrepreneurship; acquire knowledge in fundamentals like entrepreneurs’ role in the economy and society, stages of the entrepreneurial process, crucial abilities and key competences used by entrepreneurs, tasks and challenges in the start-up phase. | Motivational antecedents of entrepreneurial intention; students’ behavioural beliefs (positive and negative) that underlie students’ personal attitude. | Mixed survey questionnaire |
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| Karimi et al. | 2016 | (1) Increase students’ knowledge about entrepreneurship.
(2) Influence students’ entrepreneurial attitudes and intentions.
(3) Encourage students to be job creators rather than job seekers. | The course is classified in the category of “entrepreneurial awareness education.” Educators from different universities might use various teaching materials and methods for this course, although the course description is almost the same at every university. Readings, lectures, class discussion, guest speakers, case studies, and business plans are the methods most often employed in the course. | Entrepreneurial intention;
opportunity identification perception. | Questionnaire/survey |
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| Morris et al. | 2013 | Provide hands-on consulting support to entrepreneurs that have been in business for one to two years and are struggling to survive but are committed to the venture. | The program was centered both on the classroom and intense experiential learning. Students worked in teams of four, with each team assigned to two entrepreneurs. Classroom sessions emphasized the content of how to assist the clients, with modules addressing consulting approaches in the different functional areas of the venture.
Fieldwork consisted of time spent in the ventures, interaction with clients, competitors, suppliers, and resource providers. Each team had to assess the venture, establish priorities, and produce a minimum of eight deliverables, four for each of their assigned clients. A deliverable (e.g., enhancing operational processes and flows, implementing bookkeeping systems) was defined as a problem within the venture that was solved by the teams. | Entrepreneurial competencies. | Survey/questionnaire |
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| Piperopoulos and Dimov | 2015 | Two types of courses were distinguished in the study:
(1) Theoretically oriented. It aimed at providing students with the ability to analyse enterprise from an international perspective within the context of a wide range of organization studies, management, and social science debates.
(2) Practically oriented. It emphasized the development of business skills, self-employment and the small business sector, and occupational awareness of new venture start-up. | (1) Theoretically oriented course. The course was taught by a single lecturer in a stand-and-deliver approach. Students were passive recipients of knowledge. The content of the courses covered topics such as personality characteristics, entrepreneurial traits, opportunity recognition, idea implementation, the risks associated with entrepreneurship and exit. Case studies were used to enrich the normal lecture delivery.
(2) Practically oriented course. The course was taught by a team of academics and practitioners. Students worked in teams in self-directed and learning-by-doing environment. The course content covered everything from team building, idea generation, innovation, creativity, business planning, networking, and pitching to investors as well as adapting to change and the unpredictability of the real world and creating “plan-b and exit scenarios.” | Entrepreneurial intention. | Survey |
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