Education Research International / 2017 / Article / Tab 1

Review Article

Measuring Student Transformation in Entrepreneurship Education Programs

Table 1

Classification of quality expectations of alternative stakeholders.

StakeholderPrimary goals central to student transformationInput factor goalsOutput goalsNot directly related to student transformation

EQUISChapter 2: skills and assurances of learningChapter 1: strategy and governance
Chapter 3: students & job placement services
Chapters 4-5: faculty quality & research output
Chapter 8: admin resources
Chapters 9-10: international and corporate connections
Chapter 7: contribution to community

AACSBStandards 16, 18, 19, 21: continuous improvement & assurances of learningStandards 1 & 4: mission
Standards 3, 6, 7, 14: student acceptance and retention
Standards 2, 8, 9, 10, 11, 12, 13: staff and faculty sufficiency
Standards 5 & 8: financial strategies

EmployersKey skills learnedProof of capacity (high entrance scores)Prestige of the schoolCompany relations with the school

GovernmentKey skills, attitudes, & intent to start new company (e.g., ASTEE)Number of startups
Number of jobs
Increase in economy

StudentsEntry requirements
Assurance, reliability, empathy, responsiveness, tangibles
Good job

FacultyGood management
Faculty mentors
Tenure process

Business school deansNumber of coursesAlumni exploits
Number of startups
Number of innovations
Impact on community
Number of publications
Outreach to scholars

Magazines and award programsEntry requirements (e.g., GMAT score)
Number of courses
Faculty qualifications
Percent of entrepreneurs in faculty
Resources for students (prizes, mentors, and clubs)
Number of startups
Starting salaries of graduates
Research funding obtained by faculty

Malcolm Baldrige Award ProgramPerformance resultsStrategy & leadership
Process management, measurement, & analysis
Student, stakeholder, and market focus
Faculty and staff focus

USASBE Complete and comprehensive
Innovative, unique
Transferrable and sustainable

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