The paper by Richard Weber, Georg von Graevenitz, and Dietmar Harhoff explores the impact of entrepreneurship education on students' entrepreneurial intentions. The authors develop a theoretical model based on Bayesian learning, suggesting that entrepreneurship education helps students evaluate their aptitude for entrepreneurship through signals received during the course. Using data from a compulsory entrepreneurship course at a German university, they find that while students generally gave positive evaluations of the course, their entrepreneurial propensity declined. The study supports the notion that students receive valuable signals and learn about their own aptitude for entrepreneurship, but the effects are heterogeneous, with some students graduating with stronger intentions and others with weaker ones. The paper also discusses the limitations of previous research and calls for more rigorous methods to test hypotheses about the effects of entrepreneurship education.The paper by Richard Weber, Georg von Graevenitz, and Dietmar Harhoff explores the impact of entrepreneurship education on students' entrepreneurial intentions. The authors develop a theoretical model based on Bayesian learning, suggesting that entrepreneurship education helps students evaluate their aptitude for entrepreneurship through signals received during the course. Using data from a compulsory entrepreneurship course at a German university, they find that while students generally gave positive evaluations of the course, their entrepreneurial propensity declined. The study supports the notion that students receive valuable signals and learn about their own aptitude for entrepreneurship, but the effects are heterogeneous, with some students graduating with stronger intentions and others with weaker ones. The paper also discusses the limitations of previous research and calls for more rigorous methods to test hypotheses about the effects of entrepreneurship education.