Assessing Entrepreneurship Education Outcomes in an Innovative Way: Situational Judgment Tests

Entrepreneurship Education and Pedagogy ◽

10.1177/2515127420975176 ◽

2020 ◽

pp. 251512742097517

Author(s):

Luciana Padovez Cualheta ◽

Gardenia da Silva Abbad

Keyword(s):

Learning Outcomes ◽

Entrepreneurship Education ◽

Entrepreneurial Intention ◽

Validation Process ◽

Situational Judgment ◽

Situational Judgment Tests ◽

Education Outcomes ◽

Equivalence Tests ◽

Definition Of ◽

Development And Validation

Entrepreneurship education outcomes have been poorly evaluated. Previous research focused mostly on subjective measures like entrepreneurial intention that does not necessarily turn into behavior, and have mostly used self-perception questionnaires. Learning and competence results have been under researched. Therefore, the use of situational judgment tests to assess entrepreneurship education learning outcomes is proposed. This is an exploratory study that presents the development and validation process of situational judgment tests, following twelve steps, including the analysis of course’s materials, focus groups with professors and former students, expert validation, semantic validation, empirical validation, the definition of correction sheets and equivalence tests. The course is presented in details and its goals are defined using a learning taxonomy. Results present the three situational judgment tests that were developed and the correction sheets that can be used to guarantee correction in an objective manner. The situational tests developed in this study can be used to evaluate courses with similar goals and the development and validation process can be adopted to evaluate other courses.

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Measuring Learning Outcomes of Entrepreneurship Education Using Structural Equation Modeling

Administrative Sciences ◽

10.3390/admsci10030058 ◽

2020 ◽

Vol 10 (3) ◽

pp. 58 ◽

Cited By ~ 1

Author(s):

Inna Kozlinska ◽

Tõnis Mets ◽

Kärt Rõigas

Keyword(s):

Structural Equation Modeling ◽

Learning Outcomes ◽

Structural Equation ◽

Reliability And Validity ◽

Entrepreneurship Education ◽

Entrepreneurial Intention ◽

Cognitive Outcomes ◽

Equation Modeling ◽

Affective Outcomes ◽

Validity Indicators

This paper empirically substantiates a novel tripartite framework for measuring learning outcomes of entrepreneurship education (EE) by employing structural equation modeling. Three types of learning outcome are estimated—cognitive, skill-based, and affective—following Bloom’s (1956) taxonomy of educational objectives. The study is based on a sample of 249 imminent and recent Bachelor-level graduates from the leading universities of Estonia. The key fit, reliability, and validity indicators show statistically that the tested framework can serve as an instrument for measuring the learning outcomes of EE. This novel instrument may also serve as an alternative to entrepreneurial intention-based models very frequently used in EE to evaluate the learning outcomes. The studied interrelationships demonstrate that (1) the affective outcomes correlate significantly with the cognitive outcomes (r = 0.273, p < 0.001) and with the skill-based (r = 0.368, p < 0.001) outcomes; a correlation between the cognitive and skill-based outcomes is also significant and comparatively high (r = 0.602, p < 0.001); (2) the learning outcomes explain more variance in the cognitive and skill-based outcome constructs (44.7% and 81.0%, accordingly) than in the affective outcome construct (16.7%). Conclusions and implications for entrepreneurship educators and researchers are discussed.

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Entrepreneurship education pedagogy: teacher-student-centred paradox

Education + Training ◽

10.1108/et-07-2017-0106 ◽

2018 ◽

Vol 60 (2) ◽

pp. 168-184 ◽

Cited By ~ 8

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.

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Assessment of Global Competence of Engineers for a Sustainable World. Evidence from TA VIE Project

Sustainability ◽

10.3390/su132212924 ◽

2021 ◽

Vol 13 (22) ◽

pp. 12924

Author(s):

Isabel Ortiz-Marcos ◽

Luis Ignacio Ballesteros-Sánchez ◽

Araceli Hernández Bayo ◽

Rocío Rodríguez-Rivero ◽

Gwenaelle Guillerme

Keyword(s):

International Experience ◽

Global Competence ◽

International Mobility ◽

Situational Judgment ◽

Situational Judgment Tests ◽

General Terms ◽

Definition Of ◽

Web Platform

This paper outlines a contemporary understanding of global competence for engineers, as understood by European engineering companies, and presents the main findings of the Tools for Enhancing and Assessing the Value of International Experience for Engineers (TA VIE) project, launched in 2018. Situational judgment tests (SJTs), or scenario-based approaches were used to measure eleven global competences. Researchers designed the scenarios and contrasted them designing a dictionary of competences containing: the definition of each competence as well as the five levels for each competence (defined by objective behaviours that could be observed). The measurement of competences is performed through a web platform where all data are collected. Nearly 300 students from different countries fulfilled the questionaries, and the results show that students with mobility, have, in general terms, a higher level of global competence than those without international mobility. Communication and flexibility are the competences with higher impact when students enjoy an international experience.

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