Please use this form to submit your study for inclusion into our database. It will be checked by a member of the Innovation Growth Lab team, who may be in contact to ask for more information. Your email address * Your name * Title * The name of the study Short summary This study builds on the assumption that the common experiential design of entrepreneurship education stimulates entrepreneurial learning via social interaction with peers. The analysis focuses on gendered peer effects at the pre-nascent stage of the entrepreneurial process and on the role of team emotional intelligence in the context of entrepreneurship education. A brief description of the project's goals and its current state Abstract <p>This study builds on the assumption that the common experiential design of entrepreneurship education stimulates entrepreneurial learning via social interaction with peers. The first part of the analysis focuses on gendered peer effects at the pre-nascent stage of the entrepreneurial process, as having same-gender entrepreneurial peers in the team positively influences the development of entrepreneurial intentions, attitudes, as well as entrepreneurial self-efficacy. The second part of the analysis deals with the role of team emotional intelligence in the context of entrepreneurship education. This analysis provides some indications for positive same-gender peer effects, especially when it comes to the development of entrepreneurial self-efficacy among female students. Further, team emotional intelligence is found to be not only an antecedent of entrepreneurial propensity, but also being assigned to a team with emotionally intelligent peers positively influences entrepreneurial learning and may even mitigate same-gender effects.</p> The full abstract of the study, if available Links https://doi.org/10.5465/AMBPP.2020.190 Links to any published papers and related discussions Authors * Affiliations Academic and other institutes that the authors of the study are members of Delivery partner Organisations involved in delivering the trial, if appropriate Year Year Year199419951996199719981999200020012002200320042005200620072008200920102011201220132014201520162017201820192020202120222023202420252026 Month MonthJanFebMarAprMayJunJulAugSepOctNovDec Day Day12345678910111213141516171819202122232425262728293031 Journal Journal publishing the study, if available Publication stage * Working Paper Published Ongoing Research Forthcoming Discussion Paper Research theme * Entrepreneurship Innovation Business Growth Country Country or countries where this study took place. Topics What sort of topics does the study cover? Sample attributes Hypotheses / research question Does having same-gender entrepreneurial peers in the team positively influence the development of entrepreneurial intentions, attitudes, as well as entrepreneurial self-efficacy? Sample Trial population and sample selection In total, 1120 students participated in the course in two different cohorts (2016 and 2017). Generally, more women (n = 626) than men (n = 494) attended the course, which is mainly due to the 143 students majoring in human resource education and management, of which only 39 were men. Students were on average 20.7 years old with the vast majority being German (88%) and majoring in business administration (82%). 48% report to have at least one entrepreneurial parent, 15% have worked in a startup before, and 6% have founded a company themselves. Number of treatment groups Size of treatment groups Size of control group Unit of analysis Clustered? Yes No Cluster details Trial attributes Treatment description Teams of four to five students collaborate with a real-life entrepreneur to prepare a business plan for the entrepreneur’s venture in the context of an entrepreneurship course. Additionally, all teams have to pitch their project progress on a weekly basis during tutorial group meetings supervised by doctoral candidates. Finally, the students give an extended presentation during the last course week. Rounds of data collection Baseline data collection and method At the beginning of the first general course session, participants were provided with a pen-and-paper questionnaire and asked to complete the survey within the first minutes of the course. At this point, students did not yet have any information about their assigned team. Data collection method and data collected Evaluation Outcome variables <p>Entrepreneurial intentions, measured using a three-item instrument, attitudes towards entrepreneurship, with a six-item scale, entrepreneurial self-efficacy, by asking partecipants about their confidence in performing entrepreneurial task, and team emotional intelligence.</p> Results <p>Partial support was found for the positive influence of a higher proportion of same-gender peers in the team on entrepreneurial learning, measured by the development of entrepreneurial intentions, attitudes towards entrepreneurship and entrepreneurial self-efficacy. Additionally, female students’ development of entrepreneurial intentions benefits from being in a team with an above-average share of same-gender peers, was partially supported in the data.</p> Intervention costs Not available. Cost benefit ratio Reference Bechthold, L.A. and Rosendahl Huber, L., 2020. Peer Effects in Entrepreneurship Education Field Experimental Evidence on the Role of Gender and Team Emotional Intelligence. In Academy of Management Proceedings (Vol. 2020, No. 1, p. 17175). Briarcliff Manor, NY 10510: Academy of Management. Citation for use in academic references
