The
importance of evaluating the outcomes of entrepreneurship education (EE) has
been widely acknowledged, but how to approach the evaluation and what models
and measures to use are still subjected to academic debate. In this article,
the authors present an application of the European Competence Framework (ECF) –
the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of
educational objectives. A survey of self-assessed entrepreneurial competences
acquired in entrepreneurship education courses was carried out in five Estonian
higher education institutions (HEIs). An exploratory factor analysis based on
the sample of 249 respondents confirmed the empirical viability of the ECF for evaluating
the outcomes of EE, while also indicating a wide spectrum of these outcomes.
Knowledge about entrepreneurship, entrepreneurial skills and a range of
affective outcomes was perceived to be stronger by those students who had
higher aspirations to become entrepreneurs before entering the HEIs.