19. Exploring the longitudinal impact of entrepreneurial education on entrepreneurial competences and intentions: evidence of an asymmetric polarization effect

Almeida, D. C., Afonso, P., Ferreira, L. P., & Soares, A. M. (2026). Exploring the longitudinal impact of entrepreneurial education on entrepreneurial competences and intentions: evidence of an asymmetric polarization effect. International Journal of Management Education, 24(1). https://doi.org/10.1016/j.ijme.2025.101291

This study examines the longitudinal impact of entrepreneurship education (EE) on the development of entrepreneurial competencies (EC) and entrepreneurial intentions (EI) among university students. The research uses a quasi-experimental longitudinal design with pre- and post-tests involving 84 students from six Portuguese universities. The theoretical framework combines the Competency-Based Approach, used to assess skill development, and the Theory of Planned Behavior, which explains entrepreneurial intention as a predictor of action.

Results show that the EE course had a strong and statistically significant positive effect on all competency dimensions (Cohen’s d = 0.80). Improvements were observed in creativity and opportunity recognition, personal resources such as resilience and leadership, specific knowledge including financial and digital literacy, and action-oriented skills like planning, decision-making, and teamwork. However, no overall increase in entrepreneurial intentions was detected. Instead, the study identified a positive asymmetric polarization effect, where EE strengthened existing positive intentions rather than generating new ones. The findings highlight EE’s broader value in developing transferable skills beyond startup creation.