scholarly journals A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education

2016 ◽  
Vol 58 (1) ◽  
pp. 82-93 ◽  
Author(s):  
Jonathan M Scott ◽  
Andy Penaluna ◽  
John L Thompson
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Large Body ◽  
Entrepreneurship Education ◽  
Critical Perspective ◽  
Policy Makers ◽  
Content Type ◽  
Is Implementation ◽  
Actual Learning ◽  
Measures Of Effectiveness

Purpose – The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation. Design/methodology/approach – The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations. Findings – Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation. Practical implications – Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise. Originality/value – Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers.

Teaching a while measuring b: cultural bias in assessing student performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sandra Seno-Alday ◽  
Amanda Budde-Sung
Keyword(s):  
International Students ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Population ◽  
Cultural Bias ◽  
Content Type ◽  
Assessment Of Learning ◽  
Bilingual Literature ◽  
The Impact

Purpose This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.

Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

The impact of a safe learning environment in schools on students’ learning outcomes: evidence from Tanzania

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shahriar Kibriya ◽  
Gordon Jones
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Reading Fluency ◽  
School Environment ◽  
School Safety ◽  
Policy Design ◽  
Ordinary Least Squares ◽  
Head Teachers ◽  
Content Type ◽  
The Impact

Purpose This study aims to evaluate the effect of school safety on standardized learning outcomes for primary-age students in Tanzania, identifying causal direction and magnitudes. Design/methodology/approach Key dependent variables include standardized learning outcomes in English, reading fluency and math addition problems; while independent variables are the perception of school safety from head teachers. An ordinary least squares estimation explored the determinants of student performance when controlled for school and family specific characteristics. These results were then verified through the quasi-experimental method of propensity score matching, estimating the effect of school safety on learning outcomes and accounting for any misspecifications in the treatment or outcome models. Findings Results show statistically significant and negative effects of an unsafe school environment on learning outcomes for both reading and math. Research limitations/implications As head teachers reported students’ perceptions of school safety, it may be underreported. Originality/value Donors, policymakers and other stakeholders need to consider school safety issues as a barrier to learning in policy design and program implementation.

Designing a comprehensive model of entrepreneurial university in the science and technology parks

2016 ◽  
Vol 12 (3) ◽  
pp. 267-280 ◽  
Author(s):  
Babak Ziyae ◽  
Mehdi Tajpour
Keyword(s):  
Science And Technology ◽  
Entrepreneurship Education ◽  
Entrepreneurial University ◽  
Third Generation ◽  
Comprehensive Model ◽  
Policy Makers ◽  
Content Type ◽  
Knowledge Based ◽  
Science And Technology Parks ◽  
Technology Parks

Purpose – The purpose of this paper is to shed light on the entrepreneurial university and to develop a theoretical framework relating entrepreneurship education in the third generation of universities. Therefore, the future research could be carried out to identify and apply the presented model. Design/methodology/approach – In terms of objective, this study is considered as an empirical one, and the research methodology is descriptive-correlative type. Sample population consists of 130 knowledge-based firms in the science and technology parks. In total, 100 knowledge-based firms were selected by using a stratified random sampling. The analysis of data obtained from the questionnaires and both descriptive and inferential parts was done through the application of SPSS, structural equation modeling technique and Smart PLS 3 software. Findings – The results suggested the positive and significant effect of the organizational, individual, institutional, and environmental factors on entrepreneurial university in the science and technology parks. Practical implications – The application of the research model provides an avenue for the practitioners to design accelerates and creative science and technology parks focussing on the commercialization education, entrepreneurial intuition and marketing to students and innovators. Social implications – The theoretical framework of the current study offers a different way forward for policy makers in thinking about those factors that may be critical for success of entrepreneurship education. Policy makers, in general can provide infrastructures to launch third generation of universities, entrepreneurial university, for young generation to increase effectiveness of academic education and to provide the prospect of a more business opportunity recognition. Originality/value – This research contributes to the existing literature in the field of entrepreneurship education. So far, a comprehensive model has been substantially neglected with respect to the entrepreneurial university in the science and technology parks. This new framework can be used to inform thinking and research design in the area of entrepreneurship education to promote entrepreneurial university thought.

scholarly journals Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Tzy-Ling Chen ◽  
Yu-Li Lan
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Large Classes ◽  
Course Content ◽  
College Chemistry ◽  
Effective Use ◽  
Actual Learning

<p>Since the introduction of personal response systems (PRS) (also referred to as "clickers") nearly a decade ago, their use has been extensively adopted on college campuses, and they are particularly popular with lecturers of large classes. Available evidence supports that PRS offers a promising avenue for future developments in pedagogy, although findings on the advantages of its effective use related to improving or enhancing student learning remain inconclusive. This study examines the degree to which students perceive that using PRS in class as an assessment tool effects their understanding of course content, engagement in classroom learning, and test preparation. Multiple, student-performance evaluation data was used to explore correlations between student perceptions of PRS and their actual learning outcomes. This paper presents the learning experiences of 151 undergraduate students taking basic chemistry classes and incorporating PRS as an in-class assessment tool at the National Chung Hsing University in Taiwan. While the research revealed positive student perceived benefits and effectiveness of PRS use, it also indicated the need for further studies to discover what specific contribution PRS can make to certain learning outcomes of a large chemistry class in higher education.</p><br />

scholarly journals A tale of two universities: graduates perceived value of entrepreneurship education

2017 ◽  
Vol 59 (7/8) ◽  
pp. 689-705 ◽  
Author(s):  
Paul Jones ◽  
David Pickernell ◽  
Rebecca Fisher ◽  
Celia Netana
Keyword(s):  
Course Design ◽  
Entrepreneurship Education ◽  
Career Outcomes ◽  
Sustainable Business ◽  
Policy Makers ◽  
Sample Number ◽  
Content Type ◽  
Skill Sets ◽  
Self Employment ◽  
Uk Higher Education

Purpose The purpose of this paper is to evaluate career impact of entrepreneurship education (EE) considering evidence drawn from a quantitative study of alumni within two UK higher education institutions (HEIs) from a retrospective perspective. The findings inform the value of the EE experience and its impact on both self-employability and wider employability career choices. This study will be of relevance to both enterprise support agencies and government policy makers. Design/methodology/approach This research study considers evidence drawn from an online quantitative survey of EE within two UK HEIs. The survey evaluated a range of issues including course design, programme satisfaction, impact, career outcomes and respondents demographics. Over 80 respondents completed the survey in full which was analysed using a range of bivariate techniques. Findings The evidence suggested here indicates that EE programmes provide value both in terms of helping to enable business start-ups and also in supporting other career paths, through the enterprising knowledge and skill sets graduates acquire during their specialised studies. This study contributes to the literature by recognising and measuring these contributions. For example, this study enables discernment between different EE course components and their value for different career outcomes. Research limitations/implications The study recognises the limitations of this survey data in terms of the size of the sample, number of HEIs evaluated and its point in time design. Practical implications The HEI sector must evaluate its practices and measure the effectiveness of its graduates in terms of achieving sustainable business start-up. In course design, the evidence suggested that students value both the enterprising and entrepreneurial skills and knowledge components and discern value between them in their later careers. The findings suggest that EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. Thus it is important that EE programme design includes both enterprising and entrepreneurial components to meet the future requirements of their graduates postgraduation. Originality/value This study contributes new evidence regarding the value of EE in UK HEIs. This evidence should inform course design and policy makers regarding the value of EE in creating self-employment and creating enterprising employees.

scholarly journals Entrepreneurship education pedagogy: teacher-student-centred paradox

2018 ◽  
Vol 60 (2) ◽  
pp. 168-184 ◽  
Author(s):  
Annafatmawaty B.T. Ismail ◽  
Sukanlaya Sawang ◽  
Roxanne Zolin
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Implementation Intention ◽  
Entrepreneurial Intention ◽  
Content Type ◽  
Teacher Student ◽  
Quasi Experimental ◽  
The Impact

Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.

Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Roberto Reinoso ◽  
Jaime Delgado-Iglesias ◽  
Itziar Fernández
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Bachelor's Degree ◽  
Traditional Teaching ◽  
Content Type ◽  
Academic Year

Purpose The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model. Design/methodology/approach The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourage much more active learning, such as enquiry exercises, problem solving, collaborative projects and so on. The study was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2017/2018 academic year (n = 240). Findings The results revealed that better learning outcomes were achieved by students when the flipped classroom methodology was proposed. It has also been found that student perceptions of the teaching approach were more positive when the flipped model was followed. The flipped classroom methodology also seems to foster student participation and motivation more effectively than traditional teaching formats, mainly because the active learning activities that are carried out in this new educative approach manage to involve the students in their own learning processes. Originality/value Despite the enhanced popularity of flipped classroom research in multiple educational contexts and the growing number of studies published in recent years, there is little empirical evidence regarding the effect of the flipped classroom on learning outcomes and satisfaction in pre-service teachers.

Financial access and economic development: the moderating role of financial consumer protection

2019 ◽  
Vol 15 (4) ◽  
pp. 406-424 ◽  
Author(s):  
Maryam Kriese ◽  
Joshua Yindenaba Abor ◽  
Elikplimi Agbloyor
Keyword(s):  
Economic Development ◽  
World Bank ◽  
Financial Literacy ◽  
Compliance Monitoring ◽  
Financial Access ◽  
Policy Makers ◽  
Content Type ◽  
The World Bank ◽  
Moderating Role

Purpose The purpose of this paper is to examine the moderating role of financial consumer protection (FCP) in the access–development nexus. Design/methodology/approach The study is based on cross-country data on 102 countries surveyed in the World Bank Global Survey on FCP and Financial Literacy (2013). The White heteroscedasticity adjusted regressions and Two-stage least squares regressions (2SLS) are used for the estimation. Findings Interactions between FCP regulations that foster fair treatment, disclosure, dispute resolution and recourse and financial access have positive net effects on economic development. However, there is no sufficient evidence to suggest that interactions between financial access and enforcement and compliance monitoring regulations have a significant effect on economic development. Practical implications First, policy makers should continue with efforts aimed at instituting FCP regimes as part of strategies aimed at broadening access to financial services for enhanced economic development. Second, instituting FCP regimes per se may not be enough. Policy makers need to consider possible intervening factors such as the provision of adequate resources and supervisory authority, for compliance monitoring and enforcement to achieve the expected positive effect on economic development. Originality/value This study extends evidence in the law–finance–growth literature by providing empirical evidence on the effect of legal institution specific to the protection of retail financial consumers on the access–development nexus using a nouvel data set, the World Bank Global survey on FCP and Financial Literacy (2013).

Can housing rights be applied to modern housing systems?

2010 ◽  
Vol 2 (2) ◽  
pp. 103-117 ◽  
Author(s):  
Padraic Kenna
Keyword(s):  
International Law ◽  
Case Law ◽  
Epistemic Communities ◽  
Policy Makers ◽  
Content Type ◽  
Housing Systems ◽  
Effective Implementation ◽  
Housing Rights ◽  
The World ◽  
Effective Translation

PurposeThe purpose of this paper is to outline and examine the growing corpus of housing rights and assess their relevance and applicability to complex contemporary housing systems across the world.Design/methodology/approachThe paper sets out the principal instruments and commentaries on housing rights developed by the United Nations, regional and other bodies. It assesses their relevance in the context of contemporary analysis of housing systems, organized and directed by networks of legal and other professionals within particular domains.FindingsHousing rights instruments are accepted by all States across the world at the level of international law, national constitutions and laws. The findings suggest that there are significant gaps in the international law conception and framework of housing rights, and indeed, human rights generally, which create major obstacles for the effective implementation of these rights. There is a preoccupation with one element of housing systems, that of subsidized or social housing. However, effective housing rights implementation requires application at meso‐, micro‐ and macro‐levels of modern, dynamic housing systems as a whole. Epistemic communities of professionals develop and shape housing law and policy within these domains. The housing rights paradigm must be further fashioned for effective translation into contemporary housing systems.Research limitations/implicationsThe development of housing rights precedents, both within international and national law, is leading to a wide and diffuse corpus of legislation and case law. More research is needed on specific examples of effective coupling between housing rights and elements of housing systems.Originality/valueThis paper offers housing policy makers and lawyers an avenue into the extensive jurisprudence and writings on housing rights, which will inevitably become part of the lexicon of housing law across the world. It also highlights the limitations of housing rights implementation, but offers some new perspectives on more effective application of these rights.

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