The impact of enterprise education on attitudes to enterprise in young people: an evaluation study

Abstract

Purpose

The purpose of the paper is to present evidence on the impact of enterprise education on young people still at school in London, UK. The study was designed to measure the effect of participation in a Young Enterprise (YE) Company Program on young people's attitudes toward starting a business, and on their enterprise potential.

Design/methodology/approach

A longitudinal pre and post test design was used, with a sample of 276 young people. A control group provided a method of isolating the impact of the programme and was used as a test for self‐selection bias. An attitudes to enterprise test was administered at the start of the programme and again at the end, nine months later.

Findings

It was found that participation does have a positive impact on young people's enterprise potential, however this is moderated by other factors such as gender, ethnicity, socio‐economic background and type of school attended.

Research limitations/implications

The paper demonstrates the added value of a longitudinal design and the use of a control group. The relatively small sample size limited the extent of multivariate analysis that could be carried out.

Practical implications

The paper provides an example of a robust evaluation methodology for the evaluation of enterprise education programmes in schools.

Social implications

The paper highlights the importance of context in the delivery of enterprise education. The impact of enterprise programmes is likely to be moderated by a number of other factors such as socio‐economic background.

Originality/value

The paper cautions against a one‐size fits all approach to enterprise education, and is relevant to policy makers and providers. The research design used attempted to overcome some of the criticisms often made of evaluations studies.

Citation

Athayde, R. (2012), "The impact of enterprise education on attitudes to enterprise in young people: an evaluation study", Education + Training, Vol. 54 No. 8/9, pp. 709-726. https://doi.org/10.1108/00400911211274846