创业教育和培训.docVIP

创业教育与培训 Effective human capital formation through the medium of entrepreneurship education and training (EET) is of increasing concern for governments, as EET is growing rapidly across the world. Entrepreneurship education and training (EET) is growing rapidly in universities and colleges throughout the world (Katz, 2003; Kuratko, 2005) and governments are supporting it directly and indirectly through funding major investments to would-be entrepreneurs and existing small businesses. This trend is fuelled by a recognition that entrepreneurship can play an important (even critical) role in economic growth and employment (Schumpeter, 1934; Shane and Venkataraman, 2000; Kuratko, 2005), and assertions that entrepreneurship education can play a vital role in developing more and/or more able entrepreneurs (e.g., Gorman et al., 1997; Katz, 2007; Pittaway and Cope, 2007). Unfortunately, as several scholars have noted (e.g., Weaver et al., 2006; Peterman and Kennedy, 2003), there is little consistent evidence to support these claims. Unfortunately, there is little evidence to show that EET helps to create more or better entrepreneurs. Studies in the extant literature have demonstrated both positive and negative outcomes of EET, and qualitative reviews have not adequately addressed these equivocal results Our paper is grounded primarily in human capital theory, which predicts that individuals or groups who possess greater levels of knowledge, skills, and other competencies will achieve greater performance outcomes. Entrepreneurship researchers have studied the relationship between human capital and entrepreneurial outcomes at various levels of analysis and results have been generally supportive of the theory. However, there are gaps in the literature. First, recent work in the field points to a need to investigate the links between entrepreneurship-specific education and both the human capital assets it creates and the entrepreneurial outcomes to which it purportedly leads. S