Entrepreneurship education at tertiary institutions ranks high on
policy agendas in Europe and the US. The increase in resources
allocated to this kind of education comes along with a growing
demand for justifying these investments. A better understanding of
the size and nature of entrepreneurship education effects is
critical. Richard Weber addresses this question and analyzes the
effects of a large-scale compulsory entrepreneurship course on
students' entrepreneurial intentions by employing a
quasi-experimental approach. Moreover, he highlights the role of
social interactions among students in building entrepreneurial
skills. The results yield important implications for public policy,
sponsors and lecturers of entrepreneurship education. "
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