Date of Award
Doctor of Philosophy (PhD)
Educational Foundations & Leadership
Christopher R. Glass
This qualitative, interview-based research study explores how undergraduate students at a single research university make meaning of their experiences in curricular and co-curricular university entrepreneurship programming. The study focuses on the developmental relationship between entrepreneurship education and feelings of entrepreneurial self-efficacy (ESE) and how feelings of ESE relate to future entrepreneurial intentions. I explore three of Bandura’s (1977) predictors of self-efficacy: mastery experiences, vicarious experiences, and social persuasion interwoven with the six dimensions of ESE developed by De Noble, Jung, and Ehrlich (1999) to determine how undergraduate students make meaning of their entrepreneurial experiences.
Through the analysis of data collected through semi-structured interviews, the findings of this study shed light on the answer to the important question of how undergraduate students who are developing future entrepreneurial intentions relate to their experiences in university entrepreneurship programming. As De Noble, Jung, and Ehrlich (1999) endorsed the ability of entrepreneurship coursework and training to nurture the self-efficacy among students, the results of this research study can be used to improve or augment the current services provided by Southern Research University or serve as a guide for other colleges that currently have or are looking to create similar programmatic offerings.
"Building Entrepreneurial Self-Efficacy (ESE): How Undergraduate Students Make Meaning of Their Entrepreneurial Experiences"
(2019). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/1wcp-a574