1. ASSESSING THE EFFECTIVENESS OF AN ENTREPRENEURIAL EDUCATION
Do we make a difference?
Alex F. DeNoble, Ph.D. and Gangaram Singh, Ph.D.
San Diego State University

2. The Big Picture Before they begin the program
When they leave the program
During the program

3. Who are the candidates for the program?
Difference – to what?
Who are the candidates for the program?
KSAOs
Behavior
Entrepreneurial orientation
Innovativeness
Risk-taking propensity
Pro-activeness
Entrepreneurial intelligence (?)
Entrepreneurial Mindset
Entrepreneurial competence

4. Competency Approach Individual characteristics: Organizational success
Demographics
Psychological and behavioral characteristics
Managerial skills
Technical know-how
Organizational success

5. Competency Approach in Entrepreneurship
Serial
Grow and sell
Grow and keep
Venture-backed model
Lifestyle
Franchise
Individual characteristics:
Demographics
Psychological and behavioral characteristics
Managerial skills
Technical know-how
Organizational success
Start own venture
Start in venture within an organization
Consult on how to start and grow venture

6. Back to the Big Picture Before they begin the program
When they leave the program
During the program
Outcomes: Achieving standards of competencies
Impacts: Transfer of competencies and success of the entrepreneurial venture
Process: Task or behavior leading to competencies
Inputs: Antecedents of competencies
Admission
Curriculum
Success

7. Entrepreneurial Compentency
Competitive scope
Opportunity, relationship, and conceptual
Strategic and commitment
Entrepreneurial competencies
Success
Organizing, relationship, and conceptual
Organizational capability
Adapted from: Man, T. and Chan, T. (2002). The competitiveness of SMEs: A conceptualization with focus on entrepreneurial competencies. Journal of Business Venturing 17:

8. Before we depart from competencies though:
General entrepreneurial competencies
“Domain-specific” competencies
Corporate
Lifestyle
Family
Serial
Franchise
Social
International …

9. Example: International Entrepreneurial Competencies …
Intra-personal competence
Meaning and spirit
Learning and growth
Self-knowledge
Health
Inter-personal competence
Relationship (work and family)
Communication
Cultural awareness (own and others)
Language
Organizational competence
Global and local integration
Business and professional expertise
Organizational design
Organizational leadership
Multicultural communication and cooperation
Source: Hinckley, S. and Perl, V. (1996). The competence of the global manager. Global Management 1:

10. Kirkpatrick’s Four Levels of Assessment (Evaluation)

11. Assessment: Before they begin the program
Did we get those who are “capable” of acquiring the competencies?
Tough question (what do you use right now?)
If no, then “close that loop” – implications for admission … we should not set ourselves up for failure
If yes, then how do they score on the competencies (base line)
In reference to:
General management cohort
Business administration cohort
 We need a control group at some point in time

12. Assessment: During the program
Student Learning Outcomes (SLOs)
Program
Each course
Are the SLOs tied to entrepreneurial competencies?
If no, then …
If yes, then measure …
An evaluator can help to track this information, especially to aggregate course SLOs, to program SLOs, and then to entrepreneurial competencies …

13. Assessment: At the end of the program
Reaction: Did they like it?
Necessary because can affect higher levels
Learning: Take measure of competencies (as before the program)
Compare before/after scores
Compare before/after with comparison (or control) group
Levels 1 and 2
Reaction and Learning

14. Assessment: After they leave the program
Transfer: Did they transfer what they learned into practice?
Results: Did it result in organizational success
How about the control group?
NOTE: For these levels, you need a tracking system
Webportals with automatic trigger to complete
Levels 3 and 4
Transfer and Results

15. Closing the Loop Corrective action
Assessment should not be a onetime thing
Some particularly exciting emerging issues …
A better fit upfront (assessment and admission)
Curriculum:
Principles of excellence
High Impact Learning
Assessment and closing the loop
Using technology to make assessment easier
Our goal is to “make a difference”