Entrepreneurship education has become a regular part of the higher education curriculum worldwide. However, the distinct impacts of different pedagogical methods remain unclear. I develop six hypotheses and test them on a sample of participants in a business plan course and a lean startup camp. While any entrepreneurship course participation contributes to the students’ entrepreneurial intentions, students gain very different learning outcomes depending on the courses’ types. The impact of the business plan course (a hybrid supply–demand model course) lies mainly in its ability to increase the interest in general entrepreneurial activity of students with initially low entrepreneurial intention. The lean startup camp (a competence model course) attracts participants who are already highly motivated and is effective in fostering the initiation of startup projects. As parts of a balanced strategy within an entrepreneurial university, both pedagogical methods can contribute substantially to different objectives of entrepreneurship education.

创业教育已成为全球高等教育课程的常规组成部分。然而，不同教学方法的不同影响仍不清楚。我提出了六个假设，并在商业计划课程和精益创业营地的参与者样本上进行测试。虽然任何创业课程的参与都有助于培养学生的创业意图，但根据课程类型，学生获得的学习成果却大不相同。商业计划课程（一门混合供需模型课程）的影响主要在于它能够提高最初创业意愿较低的学生对一般创业活动的兴趣。精益创业营（能力示范课程）吸引了已经具有高度积极性并有效促进创业项目启动的参与者。作为创业大学平衡战略的一部分，两种教学方法都可以对创业教育的不同目标做出重大贡献。