University-Based accelerators as a source of entrepreneurial self-efficacy: Preliminary evidence from Australia
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This paper aims to contribute a deeper understanding of how accelerators and authentic learning experiences influence the ESE of aspiring student entrepreneurs. To do so, this paper develops a conceptual foundation to understand how the design of accelerator programs can create and nurture potential entrepreneurs by influencing their self-efficacy. More specifically, this model disaggregates ESE into specific measures of learning that can act as a source of ESE beliefs in the learning context of a university based accelerator program. The conceptual model is supported by a literature review and by anecdotal findings from publicly available reports of Australian university-based accelerator programs and from participation in such programs.
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