Perceived learning outcomes in entrepreneurship education

2010 ◽  
Vol 52 (8/9) ◽  
pp. 587-606 ◽  
Author(s):  
Ulla Hytti ◽  
Pekka Stenholm ◽  
Jarna Heinonen ◽  
Jaana Seikkula‐Leino
Keyword(s):  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Perceived Learning

scholarly journals Serious games going beyond the Call of Duty: Impact of an advertising literacy mini-game platform on adolescents’ motivational outcomes through user experiences and learning outcomes

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Steffi De Jans ◽  
Liselot Hudders ◽  
Laura Herrewijn ◽  
Klara Van Geit ◽  
Veroline Cauberghe
Keyword(s):  
Learning Outcomes ◽  
Serious Games ◽  
Literacy Intervention ◽  
Perceived Learning ◽  
User Experiences ◽  
Literacy Interventions ◽  
Condition Versus ◽  
Advertising Literacy ◽  
Experience Of Flow ◽  
Game Platform

As adolescents’ advertising literacy is not yet fully developed with regard to non-traditional advertising, they should be made more resilient to this contemporary advertising. Therefore, the current study conducted a three-level, between-subjects experiment (advertising literacy intervention: control condition versus informational booklet versus serious mini-game platform) to examine the effectiveness of advertising literacy interventions among adolescents (aged ten to sixteen). The results showed that an advertising literacy intervention (compared to no intervention) increased Belgian adolescents’ (N = 211, Mage = 13.22) perceived dispositional advertising literacy, and subsequently, their motivation to critically reflect on advertising. In addition, the advertising literacy serious mini-game platform (compared to the informational booklet) increased the experience of flow among the adolescents, which in turn positively affected enjoyment, and perceived learning. Perceived learning then further increased adolescents’ motivation to critically reflect on advertising and their motivation to interact with the learning materials.

Holistic experimentation for emergence

2016 ◽  
Vol 31 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Jay Mitra
Keyword(s):  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Individual Development ◽  
Entrepreneurship Training ◽  
The United Kingdom ◽  
Business Creation ◽  
New Business ◽  
Competency Based ◽  
Education Platform ◽  
And Training

This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicative framework for obtaining insights into the setting of multiple objectives, varied content and a range of pedagogies with which to achieve critical learning outcomes for a set of postgraduate programmes on entrepreneurship in a university context. We distinguish between entrepreneurship education and training but recognize the importance of incorporating both in a curriculum designed to offer a higher education platform for mindset change, critical thinking, problem-solving and individual development capabilities and entrepreneurial value creation in different environments.

Perceived Learning Outcomes Measure

2013 ◽  
Author(s):  
Maartje Buijs ◽  
Wilfried Admiraal
Keyword(s):  
Learning Outcomes ◽  
Perceived Learning

Perceived Learning Outcomes Survey

2016 ◽  
Author(s):  
Sean B. Eom ◽  
Nicholas Ashill
Keyword(s):  
Learning Outcomes ◽  
Perceived Learning

Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education

2016 ◽  
Vol 31 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Tõnis Mets ◽  
Inna Kozlinska ◽  
Mervi Raudsaar
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Wide Spectrum ◽  
Entrepreneurship Education ◽  
Affective Outcomes ◽  
Entrepreneurial Skills ◽  
Competence Framework ◽  
Education Courses ◽  
Academic Debate

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.

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