The Effects of Entrepreneurship Education by Richard Weber, Georg von Graevenitz, and Dietmar Harhoff (2009) examines the impact of entrepreneurship education on students' entrepreneurial intentions. The study uses a Bayesian learning model to analyze how students update their beliefs about their entrepreneurial ability based on signals received during a compulsory entrepreneurship course at a German university. The research finds that while the course is generally well-regarded, students' entrepreneurial propensity slightly declined. The study highlights that entrepreneurship education may not always lead to stronger entrepreneurial intentions, as it helps students determine their suitability for entrepreneurship. The findings suggest that students who initially had uncertain entrepreneurial abilities became more confident or less confident depending on the signals they received. The study also notes that the course induced sorting, with some students graduating with stronger intentions and others with weaker ones. The research underscores the importance of understanding the learning processes involved in entrepreneurship education, as well as the heterogeneous effects of such education on different students. The study contributes to the growing body of literature on entrepreneurship education, emphasizing the need for further research to better understand the mechanisms through which entrepreneurship education influences entrepreneurial intentions and behavior.The Effects of Entrepreneurship Education by Richard Weber, Georg von Graevenitz, and Dietmar Harhoff (2009) examines the impact of entrepreneurship education on students' entrepreneurial intentions. The study uses a Bayesian learning model to analyze how students update their beliefs about their entrepreneurial ability based on signals received during a compulsory entrepreneurship course at a German university. The research finds that while the course is generally well-regarded, students' entrepreneurial propensity slightly declined. The study highlights that entrepreneurship education may not always lead to stronger entrepreneurial intentions, as it helps students determine their suitability for entrepreneurship. The findings suggest that students who initially had uncertain entrepreneurial abilities became more confident or less confident depending on the signals they received. The study also notes that the course induced sorting, with some students graduating with stronger intentions and others with weaker ones. The research underscores the importance of understanding the learning processes involved in entrepreneurship education, as well as the heterogeneous effects of such education on different students. The study contributes to the growing body of literature on entrepreneurship education, emphasizing the need for further research to better understand the mechanisms through which entrepreneurship education influences entrepreneurial intentions and behavior.