Action and Action-Regulation in Entrepreneurship: Evaluating a Student Training for Promoting Entrepreneurship

Gielnik, Michael M.; Fresé, Michael; Kahara-Kawuki, Audrey; Katono, Isaac Wasswa; Kyejjusa, Sarah; Ngoma, Muhammed; Munene, John C.; Namatovu-Dawa, Rebecca; Nansubuga, Florence; Orobia, Laura; Oyugi, Jacob L.; Sejjaaka, Samuel; Sserwanga, Arthur; Walter, Thomas; Bischoff, Kim Marie; Dlugosch, Thorsten Johannes

doi:10.5465/amle.2012.0107

Cited by 218 publications

(251 citation statements)

References 146 publications

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“…Broadly speaking, EE pedagogies can be classified into 'practice-oriented' or 'theoretical-oriented' (Piperopoulos and Dimov 2015). While in the latter the student is a passive recipient of knowledge and the teacher initiates the learning process, in practice-oriented EE the student is responsible for constructing learning through experience (Gielnik et al 2015). Rather than imparting knowledge, teachers adjust their training in relation to their students' needs (Honig 2004;Mustar 2009).…”

Section: Entrepreneurial Teaching Pedagogymentioning

confidence: 99%

“…Through experiential learning, educators help students to develop the tacit knowledge, which entrepreneurs normally acquire from experience (Honig 2004;Walter and Dohse 2012) and that formal education may struggle to deliver (Politis 2005). To achieve this goal EE can assume a 'practice-oriented' approach aimed at recreating -in an educational setting -the context in which entrepreneurs learn (Gielnik et al 2015). For example, simulations are designed to replicate entrepreneurial practice in the context of EE programs 1 (Pittaway and Cope 2007b).…”

Section: Entrepreneurial Teaching Pedagogymentioning

confidence: 99%

“…(Gibb 1996) -and disciplines (Pittaway and Cope 2007a). Since entrepreneurship is a multi-disciplinary field, EE programs embrace a variety of topics and themes, such as innovation, finance, team building and leadership (Edelman, Manolova, and Brush 2008;Gielnik et al 2015;Mustar 2009). …”

Section: The Effect Of Entrepreneurship Education At Universities On mentioning

confidence: 99%

See 2 more Smart Citations

Entrepreneurial education and learning at universities: exploring multilevel contingencies

Hahn

Minola

Gils

et al. 2017

Entrepreneurship & Regional Development

126

106

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Despite the worldwide increase in entrepreneurship education offered at universities, there is an ongoing debate whether and under which conditions this type of education contributes to students' entrepreneurial learning. Building on human capital theory, we hypothesize that the exposure to various entrepreneurship education initiatives has an inverted U-shaped relationship with entrepreneurial learning outcomes. We also argue that this relationship is moderated by the entrepreneurial experience of the students, the teaching pedagogy applied in entrepreneurial initiatives offered at the university and the prevalence of opportunity-driven entrepreneurship in the country. A multi-level analysis on a cross-country sample of 87,918 students resulting from GUESSS ('Global University Entrepreneurial Spirit Students' Survey') strongly confirms our hypotheses, and allows us to discuss implications for researchers, educators and policy makers with respect to the nature of entrepreneurial learning, the design of entrepreneurial education programs, as well as the contextual conditions that impact entrepreneurial learning outcomes.

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Section: Entrepreneurial Teaching Pedagogymentioning

confidence: 99%

Section: Entrepreneurial Teaching Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

Entrepreneurial education and learning at universities: exploring multilevel contingencies

Hahn

Minola

Gils

et al. 2017

Entrepreneurship & Regional Development

126

106

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“…However, our theoretical understanding of how and why entrepreneurship training exerts a positive influence on entrepreneurial competencies is still lacking (Martin et al, 2013). Specifically, our knowledge regarding designing and improving training to promote entrepreneurship effectively is somewhat surprisingly limited (Gielnik et al, 2015). Importantly, according to the Global Entrepreneurship Monitor's special report on entrepreneurship training, we need more studies on entrepreneurship training particularly on whether and in what specific ways training makes a difference (Martinez et al, 2010).…”

mentioning

confidence: 99%

Impact of Entrepreneurship Training on Entrepreneurial Efficacy and Alertness among Adolescent Youth

Kang

et al. 2018

Front. Educ.

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Our study focuses on the impact of systematic entrepreneurship training comprising both active and passive learning activities on entrepreneurial alertness and efficacy among adolescent youth. Reports from a two-wave online survey among 328 students from five secondary schools (aged 13-16 years; 34.8% male and 65.2% female) reveal that those who went through entrepreneurship training (treatment group, N = 142) had significantly higher entrepreneurial alertness and efficacy levels compared to those who did not go through training (control group, N = 186). We also find that even with gender effects accounted for, the higher entrepreneurial alertness and efficacy levels in the treatment group are due in part to both passive and active/hands-on elements of the program. Our study offers direct evidence that conducting entrepreneurship training programs among secondary school students could be an effective means to enhance entrepreneurial competencies among the youth. Specifically, our findings highlight the value of entrepreneurial training in improving age-appropriate competencies of entrepreneurial alertness and efficacy.

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“…The characteristics of the participants has also broadened, with the numbers of non-technical experts increasing with the popularity of hackathons [14]. This provides an opportunity for networking outside of existing groups of experts and developers [13], which potentially provides a fertile ground for start-ups since networking is widely recognized as important to successful entrepreneurship [17] [18] [19].…”

Section: Literature Reviewmentioning

confidence: 99%

From Appfest to Entrepreneurs: Using a Hackathon Event to Seed a University Student-Led Enterprise

Cobham¹,

Jacques²,

Gowan³

et al. 2017

INTED Proceedings

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Hackathons were once industry-specific programming sprints to get overdue features and applications completed; today they are a worldwide phenomenon, with businesses, educators, and entrepreneurs taking an interest in the benefits they can provide. Hackathons can be a breeding ground for brainstorming, innovation, networking, and product development, and as such they can have multiple outcomes including the sparking of new businesses and entrepreneurial activity. This paper investigates the effectiveness of utilising a hackathon as the genesis for the creation of sustainable student entrepreneurial activity. In particular, it seeks to evaluate the effectiveness of using hackathon-type events to initiate a successful University student enterprise project. The paper outlines the findings from this project, and concludes with a series of recommendations from the authors, on how one should market and structure a hackathon, and whether this vehicle should be chosen as a means to initiate a student enterprise project.The key factors that led to the success of this project were: the degree of formal structure that was introduced into the timings of the principle activities, not normally a feature of this kind of event, including scheduled "diversions" to break up the weekend; keeping the goals achievable; the duration of the event, in this case 48 hours spread over three days; the involvement of representatives from local businesses in the judging process; and crucially the adoption of an over-riding ethos for the event that focussed not on providing completed problem solutions but on potential innovative solutions that may not have been fully-functional.Areas for improvement included: inviting more students from earlier study years of degree programmes, not always the target audience for University hackathon activity; inviting students from a wide range of disciplines to ensure a broad set of participant skills and to encourage the formation of multi-disciplinary groupings by enforcing a balance of skills across teams, which as a corollary means not always allowing friendship groups to remain together; employing a team sufficiently large enough to support the duration of a long event; and careful consideration of the extent of competitiveness adopted in the event ethos.The project was part of the institution's "Student as Producer" initiative where students and staff work side-by-side on research projects. Undergraduate students were fully involved in all aspects of the project, including an independent team who contributed to the authoring of this paper.

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Action and Action-Regulation in Entrepreneurship: Evaluating a Student Training for Promoting Entrepreneurship

Cited by 218 publications

References 146 publications

Entrepreneurial education and learning at universities: exploring multilevel contingencies

Entrepreneurial education and learning at universities: exploring multilevel contingencies

Impact of Entrepreneurship Training on Entrepreneurial Efficacy and Alertness among Adolescent Youth

From Appfest to Entrepreneurs: Using a Hackathon Event to Seed a University Student-Led Enterprise

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