scholarly journals Course Design for College Entrepreneurship Education – From Personal Trait Analysis to Operation in Practice

2019 ◽  
Vol 10 ◽  
Author(s):  
Hsin-Te Wu ◽  
Mu-Yen Chen
Keyword(s):  
Course Design ◽  
Entrepreneurship Education ◽  
Trait Analysis ◽  
Personal Trait

Bridging metacompetencies and entrepreneurship education

2018 ◽  
Vol 60 (7/8) ◽  
pp. 674-695 ◽  
Author(s):  
Sirje Ustav ◽  
Urve Venesaar
Keyword(s):  
Empirical Model ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Strong Relationship ◽  
Social Implications ◽  
Self Awareness ◽  
Statistical Validation ◽  
Content Type ◽  
Course Outcomes ◽  
Practical Implications

PurposeThe purpose of this paper is to explore the concept of metacompetencies in entrepreneurship education through students’ expressions of metacompetencies in their learning processes, aiming to provide assistance embedding metacompetencies in entrepreneurship education.Design/methodology/approachThe empirical study is based on qualitative data retrieved from students’ reflections throughout the course, and measures the constructs of metacompetencies in parallel with the acquisition of entrepreneurship course outcomes. The phenomenological analysis is coded to apply Bayesian modelling and statistical validation measures to establish interrelations between metacompetency components and conceptual validity.FindingsDifferent degrees of appearance of students’ metacompetencies and significant correlations between all three components of metacompetencies are identified. An empirical model of connection between metacompetencies and entrepreneurship education is created, which shows a strong relationship between students’ metacompetencies and changes in attitudes, emotions, intentions and interest towards entrepreneurship.Practical implicationsPractical implications are connected with the entrepreneurship course design, supporting the development of students’ metacompetencies and self-awareness.Social implicationsSocial implications bring learners’ physical participation in the courses into the spotlight, influencing students’ attitudes towards entrepreneurship. Enhancing metacompetencies as a tripartite model assures that cognitive, conative and affective aspects of learning are in corresponding change.Originality/valueThis paper provides a step forward from theorising metacompetencies, putting this concept in the middle of practice. The empirical model establishes a direct connection between metacompetencies and entrepreneurship education, demonstrating how students’ awareness creation through metacompetencies influences changes in interest and intention towards entrepreneurship.

scholarly journals Investigating the motivation for enterprise education: a CaRBS based exposition

2014 ◽  
Vol 20 (6) ◽  
pp. 584-612 ◽  
Author(s):  
Malcolm J. Beynon ◽  
Paul Jones ◽  
Gary Packham ◽  
David Pickernell
Keyword(s):  
Course Design ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Uncertain Reasoning ◽  
Full Time ◽  
Entrepreneurial Education ◽  
Data Mining Technique ◽  
Content Type ◽  
Self Employment ◽  
Start Up

Purpose – The purpose of this paper is to investigate student motivation for undertaking an entrepreneurship education programme and their ultimate employment aspirations through a novel data mining technique. The study considered what relationship certain motivation characteristics have to students’ aspirations, specifically in terms of their intention to be self-employed or employed. Design/methodology/approach – The study examined enrolment data of 720 students on an entrepreneurial education programme, with work statuses of full-time, part-time or unemployed and have known aspirations to either employment or self-employment. The Classification and Ranking Belief Simplex (CaRBS) technique is employed in the classification analyses undertaken, which offers an uncertain reasoning based visual approach to the exposition of findings. Findings – The classification findings demonstrate the level of contribution of the different motivations to the discernment of students with self-employed and employed aspirations. The most contributing aspirations were Start-Up, Interests and Qualifications. For these aspirations, further understanding is provided with respect to gender and student age (in terms of the association with aspirations towards self-employed or employed). For example, with respect to Start-Up, the older the unemployed student, the increasing association with employment rather than self-employment career aspirations. Research limitations/implications – The study identifies candidate motivation and the demographic profile for student's undertaking an entrepreneurial education programme. Knowing applicant aspirations should inform course design, pedagogy and its inherent flexibility and recognise the specific needs of certain student groups. Originality/value – The study contributes to the literature examining motivations for undertaking entrepreneurship education and categorising motivating factors. These findings will be of value to both education providers and researchers.

A conceptual model and assessment criteria to inform gender-smart entrepreneurship education and training plus

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Barbara Jayne Orser ◽  
Catherine Jane Elliott
Keyword(s):  
Conceptual Framework ◽  
Gender Equity ◽  
Performance Metrics ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Assessment Criteria ◽  
Case Study Methodology ◽  
Content Type ◽  
And Training

Purpose This study aims to problematize how gender is enacted within entrepreneurship education and training (EET). Design/methodology/approach Using a social feminist lens, this study advances principles, a conceptual framework, assessment criteria and illustrative performance metrics to inform gender-sensitive EET programs and courses. Findings are based on a cross-case thematic analysis of two large-scale case studies conducted in Canada and Jordan. Findings The findings bridge social feminist theory and EET studies. The originality of the research rests in its utilization of the principles and conceptual framework to examine EET and to inform the development, design and assessment of gender-sensitive programs and courses. Research limitations/implications The framework and criteria do not differentiate types or levels of EET. The investigators lead the assessment of curricula and co-construction of gender-sensitive course content. Interpreter bias cannot be ruled out. Practical implications The proposed principles, framework, criteria and performance will assist stakeholders in EET program/course design, content, delivery and evaluation. Social implications Aligned with the United Nation Sustain Development Goal 5 (gender equity), the findings demonstrate the value of adapting a critical lens across all elements of EET and responding to biases in participant selection and engagement, program design and curricula. Originality/value To the best of the authors’ knowledge, this is among the first studies to use a social feminist perspective and case study methodology to inform criteria to assess EET.

Virtual Makeover and Makeup Recommendation Based on Personal Trait Analysis

2021 ◽  
Author(s):  
P. R. H. Perera ◽  
E. S. S. Soysa ◽  
H. R. S. De Silva ◽  
A. R. P. Tavarayan ◽  
M. P. Gamage ◽  
...  
Keyword(s):  
Trait Analysis ◽  
Personal Trait

scholarly journals Entrepreneurial Education Embedded in Sport Psychology: A Swedish Case Study

2015 ◽  
Vol 3 (1) ◽  
pp. 126 ◽  
Author(s):  
Stefan Holmström ◽  
Erik Lindberg ◽  
John Jansson
Keyword(s):  
Sport Psychology ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Psychology Students ◽  
Subjective Perception ◽  
Entrepreneurial Education ◽  
Questionnaire Response ◽  
Traditional Group ◽  
Post Test

<p>The main objective of this study was to provide a contribution to the entrepreneurship education field through evaluating and describing changes in students’ attitudes towards entrepreneurship. A pre-test and post-test design was used to evaluate a course design where sport psychology was the main topic with an embedded element of entrepreneurship education. The course was part of university program in Masters Programme in Sports Psychology or Physical Trainer Programme. Sport psychology-students are not the traditional group of students that are selected and trained to get both skills and a positive entrepreneur mindset. There were 39 students completing both the pre-test and post-test questionnaire (response rate 84.4%), mean age 23 years (SD=2.90). Both the pre- and post-test results showed that the sport psychology students had positive attitudes towards entrepreneurship, and the embedded course design have significant effect on students’ subjective perception of their ability to create and commercialize new ideas. The results from this case study shown that an embedded course design with sport psychology and entrepreneurial education make it possible to strengthen students’ entrepreneurial attitudes. The positive results point out that it is important to continue examine embedded coursed designs between entrepreneurial education and non-traditional areas (e.g., physiotherapists, dentists, architects, e.g.).</p>

The Role of Inquiry-Based Learning in Entrepreneurship Education

2009 ◽  
Vol 23 (3) ◽  
pp. 153-162 ◽  
Author(s):  
Luke Pittaway
Keyword(s):  
Engineering Students ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Science Students ◽  
Science And Engineering ◽  
Inquiry Based Learning ◽  
Forms Of Knowledge

This paper introduces a course design that used history and inquiry-based learning to develop science students' understanding of invention, innovation and commercialization processes. First, it explains inquiry-based learning and then introduces a sample course design, explaining the rationale, structure and process. Following on from this introduction, a student case study on the development of Taxol is used to show how inquiry-based learning can enhance science students' understanding of entrepreneurial processes. The case study provides an illustration of the forms of knowledge gained through the use of inquiry-based learning. The paper concludes by highlighting the benefits and challenges of this type of course for the students and pointing out how such a course can provide a different approach for entrepreneurship education targeted at science and engineering students.

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.

Constructive (mis)alignment in team-based experiential entrepreneurship education

2019 ◽  
Vol 62 (2) ◽  
pp. 184-198
Author(s):  
Jonathan Matthew Scott ◽  
Kathryn Pavlovich ◽  
John L. Thompson ◽  
Andy Penaluna
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Individual Performance ◽  
Learning Opportunities ◽  
Individual Student ◽  
Convenience Sample ◽  
Content Type ◽  
Reflective Journals

Purpose Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment. Design/methodology/approach Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance assessment” element of three Masters-level courses (courses 1, 2 and 3) that included an “active” group business ideas generation presentation and a report. These texts were analyzed through content analysis that critically evaluates and summarizes the content of data and their messages. Findings While expected learning outcomes included teamwork and communication, the higher levels of active learning and student engagement related to innovation and generating a business idea was much more modest. Rather, the study finds that significant learning opportunities were apparent when students experienced unexpected aspects of constructive misalignment, such as linguistic–cultural challenges, nonparticipation and freeriding. Originality/value Building on Biggs’ (2003) model of constructive alignment in course design and delivery/assessment, this paper elucidates various unexpected and surprising aspects. It suggests that constructive misalignment could provide major learning opportunities for students and is thus more likely in these team contexts where entrepreneurship students experience constructive misalignment. Educators should, therefore, continue to design experiential entrepreneurship courses and their performance assessments through team-based approaches that achieve higher levels of engagement as well as more active learning.

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