Case 1

Title

A Resource-Based View of Entrepreneurial Creativity and Its Implications To Entrepreneurship Education

Author

Jing Lin and Anja Svetina Nabergoj

Objective(s)

To show how the logics of RVB theory can be used to explain the creative behaviours of entrepreneurs in which
EC is manifested in resource construction.
Method

Two Research Questions

1. Why Do We Need To Nurture Contextualised EC In Entrepreneurial Education?
2. How Does EC Manifest In The Entrepreneurial Process?
Result

EC Is a Situated Creativity that emerges from experiences that reflect the entrepreneurial process and
Corresponding contexts in which entrepreneurs operate. It is the creative ability that can be formed when
students are exposed to real or simulated entrepreneurial experiences and contexts.
Recommendation :
Plenty of creativity training methods in creativity literature that could be incorporated in the pedagogy
to nurture EC, like the parnes program, purdues creative thinking program, the creative problem solving
program, and so on. Moreover, nurturing creative problem solving skills could become an important element in
pedagogy if we consider that entrepreneurs are creatively dealing with resource constraint problems at various
stages of entrepreneurial process. A careful consideration, selection, and inclusion of these creativity training
programs will make the pedagogy more effective in nurturing EC.

Case 2
Title

Entrepreneurial Education and Knowledge: Empirical Evidence On A Sample Of German Undergraduate

Students
Author

Andreas Oehler Andreas HoFer Henrik Schalkowski

Objective(s)

To examine the current state of entrepreneurial education and knowledge of German undergraduate students.
Method

1. Analyse students understanding of aspects that play a crucial role in business start-ups in order to
identify gaps in knowledge and relevant competences.
2. We find evidence that the students evaluate schools imparting of relevant knowledge for entrepreneurs
as rather moderate.
Result

1. Students age, their general level of entrepreneurship-related knowledge, their ambition to become
entrepreneurs, the share of relevant material taught in school as well as the assessment of the transfer
of competence by the school attended before the bachelors program substantially influence the gaps in
knowledge and competences.
Recommendation :
1. Data sets should be extended by students who will be finishing their studies in the near future
(advanced undergraduate students) in order to measure their (individual) development, experiences and
expectations.
2. Research on entrepreneurial knowledge and education can be enhanced by studies on founders who
have started their business recently (early-stage). thus, practical inferences on an adequately designed
and structured education for entrepreneurs can be drawn.

Case 3
Title: Education and Entrepreneurial Success
Author

Ivar Kolstad Arne Wiig

Objective(s):
This paper estimates the effect of education on the success of entrepreneurial activity, using survey data from
Malawi.
Method

an instrument variable approach is used to address the endogeneity of education. We find a significant and
substantial effect of an added year of primary education on entrepreneurial profitability. This is consistent with
theoretical arguments that primary schooling provides a generalised form of competence that underpins the
variety of skills an entrepreneur needs to succeed in business.
Result

Results are robust to non-random selection into entrepreneurship.

Recommendation :
Methodologically, this paper addresses both the challenge that education is endogenous, and the problem of
selection into entrepreneurship. Moreover, we build on and modify previous methods to more precisely determine
what type of effect an instrument variable estimate is identifying. The application of these methods to the
question of entrepreneurial activity is to our knowledge also novel. This can be viewed as one step towards
greater methodological convergence and comparability with the literature on education and employment.

Case 4
Title

Intergenerational Mobility and Entrepreneurship In Uruguay*

Author

Nstor Gandelman** and Virginia Robano ***

Objective(s)

We estimate the relationship between parents education and income and childrens schooling in Uruguay (1982
2010), interpreting this as a measure of intergenerational social mobility.
Method

As of today, there is no survey data for individuals over time. Therefore, to measure intergenerational mobility we
use educational attainment as a proxy for social mobility, comparing parents educational attainment with the lag
in schooling that their children present. This methodology was initially developed by Behrman et al. (1999) as a
technique to follow individuals through time when panel surveys are not available. It has been used, among
others, by Andersen (2001) for the case of Bolivia, by Conconi et al. 2008) for a comparative analysis of several
Latin American countries, by Azevedo and Boullion (2010) for a review of the Latin American evidence, and by
the organization for economic co-operation and development for its 2011 Latin American outlook (OECD, 2011).
The latest developments in the field have shown that although this technique is ingenious, it does not completely
overcome the potential endogeneity and simultaneity problems that focusing on income and educational
attainment might present. Therefore, we complement the analysis using two techniques: first, as is traditional in
the literature, we use instrumental variables (iv) to isolate the causal impact of entrepreneurship status (our main
variable of interest) in the educational attainment of children living in a household with an entrepreneur.
Moreover, we follow Ferreira and Gignoux (2011) and present an index of inequality of opportunity, which while
acknowledging the potential pitfalls of the social mobility index (SMI), measures the overall effect of
entrepreneurship, income, and parental educational attainment (the circumstances beyond a childs control) on
childrens schooling. In addition, we calculate transition matrices that show the probability of educational
attainment of children, conditional on their parents educational attainment. From these matrices we calculate the
existing probabilities of upward, downward, and educational immobility and their trends over time. All three
methodologies consistently find that in Uruguay, there were decreasing levels of mobility from 1982 until the early
2000s. In the latest years of the study, this decreasing mobility trend seems to have 198 Latin American journal
of economics | vol. 51 no. 2 (Nov, 2014), 195226 stabilized. With respect to entrepreneurship, we find that it is
indeed a channel for higher intergenerational social mobility.
Result

We report the IOP results for mandatory and non-mandatory education in figure 6. While the set of family
background characteristics included in our explanation of the SG accounts for about 0.11 of its variance in
Mandatory education and is stable throughout the period of study, those Characteristics account for about 0.19 in
non-mandatory education, and show a tendency to increase over time. This is consistent with the SMI findings.
Recommendation :
Improvements in access to higher education over the period were unevenly distributed among social sectors,
with most of the increase in access to higher education seen in the most affluent sectors.