Impact of Entrepreneurship Teaching Models on Students’ Entrepreneurial Intentions: The Case of Estonia and Hungary

Jelena Hartsenko, Urve Venesaar


The current paper examines the impact of entrepreneurship education programmes on students’ entrepreneurial intentions in Estonian and Hungarian higher education institutions. Fostering entrepreneurship through entrepreneurship education has recently become part of the national strategic agenda in both countries. Therefore, the paper focuses on distinguishing different components of entrepreneurial intention and teaching models in
entrepreneurship education programmes. The secondary data were obtained from the Global University Entrepreneurial Spirit Student Survey. The study is based on the Theory of Planned Behaviour suggested by Ajzen. The survey results show that in general, entrepreneurship education in universities has positively affected the entrepreneurial intentions of students in the short and long-term perspective. However, the supply model of teaching prevails at the universities in the selected countries, and has the strongest influence on attitudes towards entrepreneurship compared with other components of intention (i.e. subjective norms and perceived behavioural control). Hence, the competence model and
university context support have quite a moderate influence on attitudes and perceived behavioural control.

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