Measuring Student Transformation in Entrepreneurship Education Programs

Table 2

Goal-setting framework.

	Goals	References
Primary goals central to student transformation	Learning outcomes	[31]
	Lifelong learning skills	[32–36]
	Communication skills	[32, 33, 35–38]
	Teamwork skills	[32, 33, 35–39]
	Social capital skills (persuasion, negotiation, networking)	[36–38, 40]
	Creativity and innovation skills (alertness, opportunity spotting)	[36–39, 41]
	Guerilla skills (bootstrapping, acquisition of resources, planning under uncertainty)	[9, 35–38, 42, 43]
	Motivational skills (psychological capital, empowerment)	[36, 44, 45]
	Entrepreneurial thinking skills (independent and critical thinking, self-management, adapting)	[9, 33, 36–38, 46, 47]
	Attitudes, beliefs, values, and intent
	Entrepreneurial desirability	[35, 36, 38, 48, 49]
	Self-efficacy	[36, 38, 39, 47, 49–51]
	Internal locus of control	[36, 38, 39, 47, 49]
	Values	[52]
	Entrepreneurial intent	[36, 38, 39, 47, 49, 53–55]
Input goals that support student transformation	Clarity of mission statement	[28, 38, 39]
	Faculty qualifications and behaviours
	Percent with Ph.D. degrees (academically qualified)	[27, 28]
	Percent with entrepreneurial experience	[56, 57]
	Intellectual contributions (or number of publications)	[27, 28]
	SERVQUAL or SERVPERF (assurance, reliability, empathy, responsiveness)	[58, 59]
	Resources to support students
	Student entrepreneurship clubs	[57]
	Business plan competition amount	[57]
	Incoming student population
	Entry requirements	[27, 28, 33, 57]
	Number of scholarships	[57]
Output goals related to growth or external impact	Number of students
	Number of courses	[57]
	Awards won	[57]
	Community impact	[13]