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Education Research International
Volume 2017, Article ID 1768690, 13 pages
Research Article

Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification

1Department of Education, Utrecht University, Utrecht, Netherlands
2Education, Culture, Cognition and Society (ECCS), University of Luxembourg, Luxembourg City, Luxembourg
3Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
4Education and Competence Studies, Wageningen University, Wageningen, Netherlands

Correspondence should be addressed to Yvette Baggen; ln.uu@neggab.y

Received 29 March 2017; Accepted 27 August 2017; Published 15 October 2017

Academic Editor: Jose C. Nunez

Copyright © 2017 Yvette Baggen et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domain-specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of concrete ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of what should be taught in EE.