In the field of entrepreneurship
education (EE), researchers, educators and policy makers have long attempted to
determine whether EE has an effect on students, and many studies have provided anecdotal
evidence measuring the impacts of EE endeavours. There is a particular lack of
understanding in relation to affective learning outcomes – that is, the beliefs,
attitudes, impressions, desires, feelings, values, preferences and interests of
students – and of the related indicators. In response to this lack of
understanding, this study aims to identify students’ affective learning
outcomes in EE based on a taxonomy of such outcomes (Krathwohl et al., 1964)
and to investigate and understand in depth their nature. The study draws empirically
on the learning reflections of university students enrolled on a Bachelor’s-level
course on corporate entrepreneurship, which are qualitatively examined through
thematic content analyses. The study identifies various external and internal
affective learning outcomes based on the levels of expertise of students, and
contributes to the existing EE literature by providing a more fine-grained
understanding of these complex outcomes. For educators, the study makes affective
learning visible in EE and provides insightful information for programme
development.