[Gradstudents] Final Defense - Irene Song

[Heather Killeen]

Dear SOE Faculty, Staff, and Graduate Students,

We would like to announce the Ph.D. defense for Irene Song. Graduate students, faculty and staff are invited to attend. Since this defense is taking place via Zoom, we ask that participants utilize video.

Date: Monday, December 5, 2022
Time: 11:00 am


Zoom Information: https://ucr.zoom.us/j/99783065462


Chairperson: Raquel Rall

Title: What Makes Students Entrepreneurial: A Case Study of Entrepreneurship Education on Students' Entrepreneurial Intention using Three Antecedents of Intention

Abstract: The proliferation of entrepreneurship education in higher education institutions has been fueled by the pressure to promote the economy and educate a new workforce with agility to be both employee and employer (Fayolle & Gailly, 2015; Navi et al., 2017). With the surge of entrepreneurship education, studies regarding the effectiveness of these courses in promoting students' entrepreneurial intention to start their own businesses have grown in the last few decades. However, current literature lacks students' narratives describing their perspectives on entrepreneurship education. Students' lived experiences represent a vital source of insights into factors that influence their entrepreneurial intention that has ramifications for economic growth.

Using the Theory of Planned Behavior (TPB) and its three intention antecedents: attitudes, subjective norms, and perceived behavioral control and pattern-matching analysis, this study explores factors that influence changes in TPB's three antecedents of intention. This investigation includes 31 pre-and post-course semi-structured interviews with 15 students who take entrepreneurship education courses at the undergraduate and graduate level to investigate students' lived experiences in an entrepreneurship course. The findings indicate that knowledge, social observation, and class experience influence students' entrepreneurial intention. The present study provides an innovative approach and expands the field of entrepreneurship education by utilizing qualitative study methodologies. These findings also address the gap in the literature that primarily focuses on the outcome of entrepreneurship education on students' entrepreneurial intentions. Ultimately, this dissertation provides educators with their teaching praxis to reconfigure a curriculum that centers students' experiences that have ramifications for economic growth and the next generation of entrepreneurs at large.

Best,

Heather Killeen (she/her/hers)
Graduate Program Coordinator
School of Education
University of California, Riverside
1207 Sproul Hall
Riverside, CA 92521
Email: heather.killeen at ucr.edu<mailto:heather.killeen at ucr.edu>
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