Charles Fahinde, Zhan Su
This paper aims to critically review the literature on the impacts of entrepreneurship education (EE) in developing countries (DCs). To this end, we used the systematic review technique and performed a vote counting analysis to assess the overall dominant effect of EE based on the included articles. The results reveal that three types of EE programs (EEPs) have been evaluated in the literature, namely education programs “about” entrepreneurship, “for” entrepreneurship and “through” entrepreneurship. The vote counting analysis shows that all these different types of EEPs have a positive overall dominant effect on students’ entrepreneurial orientation. However, despite this positive overall effect, the low representativeness of studies devoted to the impact of EEPs on students’ actual engagement in entrepreneurship does not enable us to conclude that EEPs really promote the emergence of new entrepreneurs in DCs. This paper contributes to advancing knowledge in three ways: Firstly, it includes a vote counting analysis to identify the types of EEPs that have a positive overall dominant effect on students’ entrepreneurship in the specific context of DCs. Secondly; it proposes an integrative conceptual framework which provides a comprehensive characterization of EE’s impact. Thirdly, it suggests new avenues for future research.