Abstract This sequential mixed method study explores how pedagogy affects students' entrepreneurial intentions. It outlines how positivist and constructivist educational paradigms are the basis of conventional and entrepreneurial pedagogy, and how these paradigms manifest themselves in entrepreneurship course learning objectives and teaching strategies. This overview engenders a novel coding scheme that supports a double-coder qualitative content analysis of seventeen entrepreneurship course syllabi, from twelve universities in eight countries. The coding results are then quantified and incorporated into a hierarchical multiple regression analysis, using data from a pre-post course student survey (N = 232). Contrary to expectations, teaching strategies across the international sample remain relatively conventional, particularly assessments, even for courses that have mostly entrepreneurial course learning objectives. Furthermore, the results did not demonstrate any effect of pedagogy type on students' entrepreneurial intentions. From all control variables, only ‘pre-course entrepreneurial intentions’ and ‘study level’ are related to (an increase in) entrepreneurial intentions. Therefore, we recommend that universities target more mature students and do not rely on stand-alone entrepreneurship courses to instill aspirations of entrepreneurship among students. Instead, universities should strive to embed a more constructivist educational approach more widely throughout their curricula.

中文翻译：

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将方法与结果联系起来：一项关于主动和被动教学法对创业意图影响的多课程混合方法研究

摘要 这种顺序混合方法研究探讨了教学法如何影响学生的创业意图。它概述了实证主义和建构主义教育范式如何成为传统和创业教学法的基础，以及这些范式如何体现在创业课程的学习目标和教学策略中。该概述产生了一种新颖的编码方案，该方案支持对来自八个国家的十二所大学的十七个创业课程大纲进行双编码器定性内容分析。然后使用来自课程前学生调查 (N = 232) 的数据对编码结果进行量化并合并到分层多元回归分析中。与预期相反，国际样本的教学策略仍然相对传统，尤其是评估、即使对于主要具有创业课程学习目标的课程。此外，结果没有证明教学法类型对学生创业意图有任何影响。从所有控制变量来看，只有“课前创业意向”和“学习水平”与创业意向（增加）有关。因此，我们建议大学针对更成熟的学生，不要依靠独立的创业课程来灌输学生的创业愿望。相反，大学应该努力在其课程中更广泛地嵌入更具建构主义的教育方法。从所有控制变量来看，只有“课前创业意向”和“学习水平”与创业意向（增加）有关。因此，我们建议大学针对更成熟的学生，不要依靠独立的创业课程来灌输学生的创业愿望。相反，大学应该努力在其课程中更广泛地嵌入更具建构主义的教育方法。从所有控制变量来看，只有“课前创业意向”和“学习水平”与创业意向（增加）有关。因此，我们建议大学针对更成熟的学生，不要依靠独立的创业课程来灌输学生的创业愿望。相反，大学应该努力在其课程中更广泛地嵌入更具建构主义的教育方法。