Entrepreneurship education: Towards the validity of an impactful and effective framework for business schools

The nature and characteristics of entrepreneurial competencies have been widely investigated and applied to many fields, such as entrepreneurship research (Man et al 2002), competency and competence theory or business performance and growth (Mitchelmore and Rowley 2010). The most common entrepreneurial teaching model of a business school is a combination of entrepreneurial theoretical courses, engagement in practical oriented activities, offering of innovative spaces or mentoring support, among other features (Sirelkhatim and Gangi 2015). Based on the existing literature, there is no blueprint on a valid structure or hierarchy of these elements with respect to their relevant importance regarding the impact on the future entrepreneurial path of students (Lorz et al 2013). The objective of this paper is to investigate, in a business school context, the influential variables and sub-variables of an education model that effectively enhance and promote entrepreneurial competences among students. The list of variables presented below is the result of a process of information gathering, compiled through 12 deep interviews to academic experts in the field. Variable 1: Curricula (Sub-Variables: Specific knowledge on Entrepreneurship; the use of business cases; the use of inspirational sources (bring testimonials to class); Business Plan as a final project). Variable 2: Institutional support (Subvariables: Innovative physical spaces and related resources; Clubs or student associations; Alumni networking; Institutional financial support). Variable 3: Real (outside) immersions (Sub-variables: Visits; Study tours o Immersion trips). Variable 4: Participation in challenges (Subvariables: Challenges and competitions proposed by real companies; Simulated challenges and competitions). Variable 5: Participation in practical activities (Subvariables: Service Learning; Internships in start-ups). These variables are ranked with respect to their impact and effectiveness to enhance and promote entrepreneurial competences. Data is obtained from the Entrepreneurship Institute of ESADE Business School in Barcelona. The groups of decision makers considered are: First, Alumni Entrepreneurs who have set up their own start-up. Second, Alumni intraentrepreneurs or intra-innovators, within a bigger company. And, finally, "Life" Alumni who started an entrepreneurial project related to civil society, sports or personal life, beyond their professional scope. All respondents will have the possibility to assign hesitant values if they are not sure about their judgment.