Examining the formation of human capital in entrepreneurship: A meta-analysis of entrepreneurship education outcomes

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. Unfortunately, there is a lack of consistent evidence showing that EET helps to create more or better entrepreneurs. We undertake the first quantitative review of the literature and, in the context of human capital theory, find that there is indeed support for the value of EET. Based on 42 independent samples (N = 16,657), we find a significant relationship between EET and entrepreneurship-related human capital assets (r_w = .217) and entrepreneurship outcomes (r_w = .159). The relationship between EET and entrepreneurship outcomes is stronger for academic-focused EET interventions (r_w = .238) than for training-focused EET interventions (r_w = .151). We find evidence of heterogeneity in many of our correlations, and recommend that future studies examine potential moderators to more clearly delineate EET effect sizes. We also find a number of methodological weaknesses among the studies analyzed and that those studies with lower methodological rigor are overstating the effect of EET. Recommendations to improve the quality of future work in the field are provided.     

Managing for competency with innovation change in higher education: Examining the pitfalls and pivots of digital transformation

Digital transformation recently converged on organizations as a new paradigm—a must-have exemplar—to enable competitive advantage. While the effects of digital transformation and their analytics, along with platform technologies, are becoming pronounced in companies, there is still a need to examine their implications on higher education. In light of the dynamics of digital transformation, how can higher education better manage the shift toward newer competencies and the need for innovation presented by the emergence of digital technologies? In this article, I examine the issues around the need for this balance—often defined in strategy as ambidexterity, or the need to address both competency with innovation—by outlining the historical trajectories that led to this problem in higher education, identifying three common pitfalls that higher education programs and administrators face, and tying these issues to higher education’s absorptive capacity. To resolve these pitfalls, this article builds upon absorptive capacity frameworks for education practitioners and strategies as a prospective change management tool.