A Study of Teaching Methods in Entrepreneurship Education for Graduate Students

Abstract

As stated in numerous studies, entrepreneurship education is becoming more and more important everywhere in the world and research in entrepreneurship are growing and getting legitimacy in the scientific communities, however a few scholars have focused on the subfield of entrepreneurship education. Although the key to a successful entrepreneurship education is to find the most effective way to manage the teachable skills and identify the best match between student needs and teaching techniques, there is no universal pedagogical recipe to teach entrepreneurship and the choice of techniques and modalities depends mainly on the objectives, contents and constraints imposed by the institutional context. Education programs in entrepreneurship are a new phenomenon in Iran. These programs vary widely in terms of short term objectives, target audiences, format and pedagogical approach. The first M.Sc. entrepreneurship management program has been initiated in the University of Tehran in 2005. One of the basic courses in this entrepreneurship curriculum is "business planning". This paper attempts to identify the appropriate teaching methods in this course conducting two qualitative studies by semi-structured interviews. Results of the first study on a sample of experts in teaching methods complete the list of teaching methods that could be used in entrepreneurship education. The results of second study on a sample of lecturers of "business planning" course show that appropriate teaching methods of this course are respectively group project, case study, individual project, development of a new venture creation project, and problem-solving. Furthermore, in this study, the appropriate teaching methods in each component of this course have been presented.

An Examination of the Teaching Methods for Entrepreneurship at a South African University

“…The nature, relevance and appropriateness of entrepreneurship education have been subject to increasing scrutiny (Lee and Wong 2005). According to Arasti et al (2012), the key to a successful entrepreneurship education is to find the most effective way to manage the teachable skills and identify the best match between student needs and teaching techniques.…”

Educación emprendedora y metodologías activas para su fomento

“…Aunque los métodos tradicionales están profundamente arraigados (Fiet, 2001b) son preferibles las metodologías interactivas, orientadas a la acción y poco convencionales (Zahra y Welter, 2008;Winslow, Solomon y Tarabishy, 1997). Dicho en otras palabras, la competencia emprendedora no se puede enseñar eficazmente utilizando métodos tradicionales (Hoffmann, Fuglsang y Vestergaard, 2012) dado que los estudiantes son más pasivos y se les prepara para ser emprendedores (Arasti, Kiani y Imanipour, 2012). Sin embargo, hasta la fecha no hay suficientes investigaciones que describan el impacto o la efectividad de cada metodología para la enseñanza del emprendimiento (Winslow, Solomon y Tarabishy, 1999).…”

Which are the most effective methods for teaching management at a graduate level? – FEB students’ perceptions of individual teaching methods and teaching method bundles effectiveness

“…Teachers take on a new role, the one of an organizer and coordinator of the educational process (Yakovleva & Yakovlev, 2014). Students have the opportunity to question, discuss and explore, and not only acquire knowledge but also develop their skills and attitudes (e.g., Arasti, Falavarjani & Imanipour, 2012).…”