Using Reflective Videos to Enhance Entrepreneurial Learning

2020 ◽  
pp. 251512742093695 ◽  
Author(s):  
Birgitte Wraae ◽  
Christa Tigerstedt ◽  
Andreas Walmsley
Keyword(s):  
Exploratory Study ◽  
Career Aspirations ◽  
Entrepreneurship Education ◽  
Entrepreneurial Learning ◽  
Video Clips ◽  
Education Data ◽  
Tacit Assumptions

Reflection is a key component of learning. However, getting students to reflect critically and in-depth can present a challenge. In this exploratory study we show how using reflective video clips can trigger and support reflection in entrepreneurship education. Data from 77 reflective video clips from a cohort of BA students in Denmark and Finland were analyzed to help understand how these clips had stimulated reflection, the nature of the reflection and its outcomes in terms of students’ learning. Findings show that the video clips provided a useful vehicle for stimulating in-depth reflection, reflection that brought to the fore tacit assumptions, helped make sense of experiences and even led to a level of personal reframing in relation to entrepreneurship that changed career aspirations.

Future research directions for sport education: toward an entrepreneurial learning approach

2018 ◽  
Vol 60 (5) ◽  
pp. 490-499 ◽  
Author(s):  
Vanessa Ratten ◽  
Paul Jones
Keyword(s):  
Academic Research ◽  
Interdisciplinary Approach ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Learning Approach ◽  
Sport Education ◽  
Research Directions ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Future Research Directions

PurposeThe purpose of this paper is to introduce an entrepreneurial learning approach to the study of sport education in order to inform future research directions.Design/methodology/approachSport education needs to focus on how it can overcome existing barriers to bring a more interdisciplinary approach. This paper uses entrepreneurship education theory to explore the changes required in sport education provision to create a more relevant and conducive teaching environment.FindingsThe findings of this paper suggest that by bringing sport students into contact with entrepreneurship education, aids in the development of improved employability and social skills.Research limitations/implicationsIntroducing entrepreneurship education into sport will help the students develop learning initiatives that advance the scholarship of sport education within the university sector.Practical implicationsThe benefits of including entrepreneurship education in sport studies could be of interest to the directors of education wanting to increase student enrollments and interest in their courses.Originality/valueThe study suggests ways to offer more interdisciplinary courses and activities linking entrepreneurship education to sport. This needs to be taken into consideration as it will enable the development of sport entrepreneurship education that improves links between academic research with policy and business initiatives.

Simulations in Entrepreneurship Education: Serious Games and Learning Through Play

2018 ◽  
Vol 1 (1) ◽  
pp. 61-89 ◽  
Author(s):  
Joe Fox ◽  
Luke Pittaway ◽  
Ikenna Uzuegbunam
Keyword(s):  
Literature Review ◽  
Computer Simulations ◽  
Serious Games ◽  
Educational Practice ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Entrepreneurial Learning ◽  
Education Literature ◽  
Learning Through Play

Entrepreneurship education continues to grow and develop worldwide. This article seeks to expand knowledge and understanding of educational practice in entrepreneurship by focusing on serious games, specifically computer simulations which model entrepreneurship. This paper begins by reviewing the entrepreneurship education literature to consider the role of simulations, explores the nature of serious games, and assesses the role of such games in simulating entrepreneurial learning. This research uses systematic literature review techniques to collect data on serious games, analyzes these games and provides five detailed case studies on the games. The paper concludes with a discussion of what serious games currently simulate in entrepreneurial learning, and directions for future research.

Peer mentoring in entrepreneurship education: towards a role typology

2018 ◽  
Vol 60 (9) ◽  
pp. 1026-1040 ◽  
Author(s):  
Elin Kubberød ◽  
Siw M. Fosstenløkken ◽  
Per Olav Erstad
Keyword(s):  
Peer Mentoring ◽  
Role Model ◽  
Theory Development ◽  
Entrepreneurship Education ◽  
Learning Support ◽  
Peer Mentors ◽  
Cross Sectional ◽  
Entrepreneurial Learning ◽  
Content Type

PurposeThe purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.Design/methodology/approachThis paper presents a single embedded case study focussing on mentee students’ perceptions of peer mentors’ support of their entrepreneurial learning during an experiential master’s course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline.FindingsThe peer mentors contributed to the mentee students’ learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring.Research limitations/implicationsThis study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies.Practical implicationsThe case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors.Originality/valueThe researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.

scholarly journals Are there Nonverbal Cues to Commitment? An Exploratory Study Using the Zero-Acquaintance Video Presentation Paradigm

2003 ◽  
Vol 1 (1) ◽  
pp. 147470490300100 ◽  
Author(s):  
William Michael Brown ◽  
Boris Palameta ◽  
Chris Moore
Keyword(s):  
Exploratory Study ◽  
Objective Measure ◽  
Dictator Game ◽  
Role Playing ◽  
Division Of Labour ◽  
Video Clips ◽  
Helping Others ◽  
Verbal Content ◽  
Zero Acquaintance ◽  
Payoff Condition

Altruism is difficult to explain evolutionarily if subtle cheaters exist in a population ( Trivers, 1971 ). A pathway to the evolutionary maintenance of cooperation is nonverbal altruist-detection. One adaptive advantage of nonverbal altruist-detection is the formation of trustworthy division of labour partnerships ( Frank, 1988 ). Three studies were designed to test a fundamental assumption behind altruistic partner preference models. In the first experiment perceivers (blind with respect to target altruism level) made assessments of video-clips depicting self-reported altruists and self-reported non-altruists. Video-clips were designed with attempts to control for attractiveness, expressiveness, role-playing ability, and verbal content. Overall perceivers rated altruists as more “helpful” than non-altruists. In a second experiment manipulating the payoffs for cooperation, perceivers (blind with respect to payoff condition and altruism level) assessed altruists who were helping others as more “concerned” and “attentive” than non-altruists. However perceivers assessed the same altruists as less “concerned” and “attentive” than non-altruists when the payoffs were for self. This finding suggests that perceivers are sensitive to nonverbal indicators of selfishness. Indeed the self-reported non-altruists were more likely than self-reported altruists to retain resources for themselves in an objective measure of cooperative tendencies (i.e. a dictator game). In a third study altruists and non-altruists' facial expressions were analyzed. The smile emerged as a consistent cue to altruism. In addition, altruists exhibited more expressions that are under involuntary control (e.g., orbicularis oculi) compared to non-altruists. Findings suggest that likelihood to cooperate is signaled nonverbally and the putative cues may be under involuntary control as predicted by Frank (1988) .

scholarly journals IMPACT OF BUSINESS MODELS CANVAS LEARNING ON IMPROVING LEARNING ACHIEVEMENT AND ENTREPRENEURIAL INTENTION

2020 ◽  
Vol 39 (1) ◽  
pp. 168-182 ◽  
Author(s):  
Saidun Hutasuhut ◽  
Irwansyah Irwansyah ◽  
Agus Rahmadsyah ◽  
Reza Aditia
Keyword(s):  
Unemployment Rate ◽  
Business Models ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
University Graduates ◽  
State University ◽  
Learning Achievement ◽  
Entrepreneurial Learning ◽  
Business Model Canvas

Indonesian university graduates skills in creating job opportunities or entering the workforce are still low. It can be seen from the facts that the undergraduate unemployment rate is still higher than the national unemployment rate. Although entrepreneurship education has been considered as one solution to this problem, the best entrepreneurship education model has not been agreed among researchers. This study examines the application of Business Model Canvas (BMC) on enhancing student achievement and student entrepreneurial intentions and the interaction of entrepreneurial learning achievement levels and the application of BMC on entrepreneurial intentions. The method used in this research is quasi-experiment by assigning two classes of entrepreneurship courses at the Faculty of Economics, Medan State University, one class as an experimental class (BMC) and the other class as the control class. Hypothesis testing was conducted with t-test and ANOVA. The findings showed that the average entrepreneurial learning achievement of the BMC class was 12.52% higher than that of the control class. Entrepreneurial intentions of the BMC class was only 6.15% higher than that of the control class. BMC is proven to be positive and significantly improves learning achievement. The level of learning achievement is proven to be positive and it significantly increases entrepreneurial intentions. However, BMC learning has not been proven to increase entrepreneurial intentions. The results of this study are useful for entrepreneurial instructors to design learning that can increase entrepreneurial intentions.

How entrepreneurial learning impacts one’s intention towards entrepreneurship

2019 ◽  
Vol 13 (1) ◽  
pp. 146-170 ◽  
Author(s):  
Feng Zhang ◽  
Liqun Wei ◽  
Hongyi Sun ◽  
Lo Choi Tung
Keyword(s):  
Behavioral Control ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Subjective Norm ◽  
Mediating Effect ◽  
Perceived Behavioral Control ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Effect Model

Purpose Although entrepreneurial learning is widely believed as an important factor in shaping one’s entrepreneurial intention, research finds little consistent results on the direct effect of entrepreneurial learning on one’s entrepreneurial intention. To solve the conflicted effects of entrepreneurial learning, the purpose of this paper is to explore how entrepreneurial learning may impact individual entrepreneurial intention. Design/methodology/approach Drawing on the theory of planned behavior (TPB), the authors proposed and tested on a three mediating effect model, in which entrepreneurial learning is associated with entrepreneurial intention through attitude, subjective norm and perceived behavioral control toward entrepreneurship. Moreover, the moderating role of prior exposure to entrepreneurship was proposed and tested. Based on a sample of 200 university students who have taken entrepreneurial courses in Hong Kong, the hierarchical regressions and moderated mediation tests were used to test the hypotheses. Findings The authors find that the positive relationship between entrepreneurial learning and entrepreneurial intention is significantly mediated by attitude, subjective norm and perceived behavioral control toward entrepreneurship; and the mediating effects of entrepreneurial learning on entrepreneurial intention via attitudes and perceived behavioral control respectively, is moderated by exposure to entrepreneurship. Originality/value Contributing to the literature of entrepreneurship education, this study identifies individuals who exposed to the same entrepreneurship education may perform differently in entrepreneurial learning. The findings also help us to better understand the mechanism through which and under which context one’s entrepreneurial learning may enhance his/her entrepreneurial intention.

scholarly journals A virtual environment study in entrepreneurship education of young children

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Angela M Pereira ◽  
Paulo Martins ◽  
Leonel Morgado ◽  
Benjamim Fonseca
Keyword(s):  
Young Children ◽  
Primary School ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Exploratory Study ◽  
Basic Education ◽  
Entrepreneurship Education ◽  
Software System ◽  
Environment Study

In this article, we present an exploratory study on the use of 3-D virtual worlds in entrepreneurship education for children of primary school in a virtual world from the Activeworlds Educational Universe: “Entrepreneurship in Basic Education – 1st cycle.” This study allowed us to identify a set of technological problems in the use of these environments for teaching entrepreneurship to children. It allowed us to define a range of requirements that must be fulfilled in order to provide a software system that supports these activities in virtual worlds.

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