Abstract
In literature there is agreement about the need of improving studies’ robustness with respect to the methods used to assess entrepreneurship education (Gielnik, Frese et al., 2015). Some authors have also stressed the concept that more complex phenomena should be investigated by looking, for example, at those variables that act as moderators in the relationship between education and outcomes (Fayolle and Gailly, 2015); and that new outcomes ought to be explored apart from personal attitudes and intentions (Nabi et al., 2016). We extend these suggestions by claiming that researchers should also reflect on the theoretical lenses that could drive the formulation of future hypotheses on entrepreneurship education evaluation. Current works, in fact, rarely make reference to evaluation models to guide an assessment study. By drawing from the field of education and organizational psychology, in this chapter we present some theoretical points that we consider as crucial also for assessing entrepreneurship education programs. These theoretical reflections are aimed at nurturing a constructive debate in the field.