Purpose -Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students. Design/methodology/approach -The Australasian Survey of Student Engagement (AUSSE) instrument was used to provide 47 well established engagement criteria. The results from 393 students (33 per cent response rate), and the identification by immersed experts of the criteria that were present in each of six teaching methods, made it possible to calculate a weighted score of engagement contribution for each teaching method. Findings -This method described in this paper identified, for undergraduate entrepreneurship students, the most engaging teaching methods as well as the least engaging. This approach found that from amongst the particular range of teaching methods in the courses in this case study, poster reports was the most engaging, followed by a team-based learning method. This approach also identified one teaching method that was not engaging, suggesting it could be discontinued. Practical implications -These results give entrepreneurship educators with access to engagement data collected by the National Study of Student Engagement (NSSE), or the equivalent AUSSE study, a practical method for assessing and identifying teaching methods for student engagement for their particular profile of students, and in their particular teaching situation. Originality/value -The application of established measures of engagement is novel and provides insights into specific teaching methods for enhancing the engagement of particular groups of students at the course level. It is a method that could be applied in fields other than entrepreneurship education where NSSE or AUSSE data is available.

Purpose – Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning. Design/methodology/approach – A sequence of seven learning activities drawn from the education literature was implemented in an introductory undergraduate entrepreneurship class. These activities were evaluated using exploratory qualitative research. Findings – Student evaluations of the learning activities showed that they readily identified important aspects of learning, critical factors related to student success, and the learning purposes of the introductory session. Practical implications – The sequence of seven activities develops a positive learning culture where students understand their obligations regarding pre-learning, and are prepared for active engagement in the course. These also give the educator valuable information for understanding the learning motivations, expectations, and perceptions of student learners, that allows teaching approaches to be tailored to the needs of that class. Originality/value – The sequence of learning activities is novel and gives both students and educators insights into learning processes required for effective pre-learning for active engagement in student-centred classes. This approach can be applied in different fields of higher education.

Purpose The purpose of this paper is to describe a dynamic and continuous process for evaluating entrepreneurship pedagogies to implement continuous improvement of entrepreneurship education in order to achieve increased student engagement in face-to-face classes. Pedagogy is argued to be a significant contributor to entrepreneurship education programmes, consisting of dynamic activities and initiatives within the scope of defined entrepreneurship education ecosystems. Design/methodology/approach A “minute paper” was used as a quick and convenient method to obtain qualitative data on student perceptions of different pedagogies. The research adopted an action-research strategy where data were analysed using concept mapping to identify key themes that the educator can use to further develop or modify the pedagogy during course delivery. Findings The research identified student perceptions of the nature of engagement with pedagogies, and of possible improvements that were used by the educator to increase student engagement during course delivery. Different pedagogies were found to have varying outcomes on students’ engagement with entrepreneurship learning, and as such, contextual and spatial factors have to be taken into account when implementing new and/or adjusted pedagogies. Research limitations/implications Repeated application of the research method to different pedagogies was carried out in several deliveries of an undergraduate entrepreneurship foundation course in one university. As such, further research requires testing in various institutional and delivery contexts as well as comparisons of learning and other outcomes including entrepreneurial intentions between classes where particular pedagogies may or may not be used. Practical implications The approach described is relatively straightforward to implement, with marginal resource and time. It provides rich data that gives insights into student perceptions of engagement with an individual pedagogy that the educator can use to modify to modify in order to increase student engagement. Originality/value The paper describes a practical method for educators to evaluate and develop optimal pedagogies for a particular class or group of students. This method can be applied to small as well as large class sizes, and data analysis can be carried out in real time to make improvements during course delivery. Although this method is described in the context of entrepreneurship education, it can be applied to other fields of instruction.

PurposeThe business model plays a key role in the survival and success of any business. In the family business context, the business model includes more than purely economic variables, and it is vital to recognise and identify these for sound business decision-making. This empirical and grounded research clarifies the nature of the business model for small family wineries and, for the first time, specifies four key non-economic or socio-emotional wealth dimensions of the business models for these enterprises.Design/methodology/approachThe nature of business models is identified by analysing qualitative data from in-depth interviews with decision-makers in small family wineries in Australia. This was done using an abductive approach that produces maps identifying the key dimensions of their business models.FindingsThis research supports the construct of socio-emotional wealth by clarifying the non-economic sources of value in these businesses, while not ignoring economic sources of value. In particular, this grounded study identifies “being special”, “tradition”, “relationships” and “control” as key dimensions of socio-emotional value.Research limitations/implicationsThis research provides empirical support for the emerging view that non-economic value should be incorporated into the business model construct. In particular, it specifies four key dimensions of socio-emotional wealth in the firm that are incorporated in a proposed empirical model of the business model of family wine businesses that is appropriate for further study. This research was carried out with cases in one industry that were as similar as possible to obtain robust findings and provides the basis for generalisation through replication in other industries and in other categories of family businesses.Practical implicationsThis research has significant practical implications associated with the concept of value. The particular dimensions of value as perceived by business owners need to be considered explicitly by business owners and advisors in their strategic and operational decision-making.Originality/valueSmall family wineries represent most enterprises operating in the global wine industry. This research study provides empirical support for the role of socio-emotional wealth, or the non-economic components, in their business models. In particular, this study specifies key dimensions for socio-emotional wealth, and the findings have conceptual as well as practical value.

Competencies have emerged as being important in healthcare. AIDH has health informatics competencies and ACHSM has health service management competencies but as health care is rapidly changing, it is important that the required competencies continue to evolve. The aim is to investigate whether postgraduate health care management education in Australian universities facilitates the development of informatics competencies. The proposed approach followed the NWCPHP ‘Steps Used to Effectively Map Preexisting Courses to Competency Sets’ to map the health informatics competency statements against the ACHSM accredited and RACMA recognised, postgraduate health care management programs offered domestically in Australia. The initial results show that only 10% of the AHICF competencies were fully addressed, 12% of the AHICF competencies were mostly addressed, 28% were partially addressed, and 50% of the AHICF competencies were not addressed at all. The proposed course competency mapping approach demonstrates that there is a need to revisit the informatics competencies taught in postgraduate health care management programs in Australia.