Evaluating the impact of SPEED on students' career choices: a pilot study

Abstract

Purpose -The purpose of this paper is two-fold; first, to explore the Student Placements for Entrepreneurs in Education (SPEED) programme, which aims to help students gain real business start-up experience whilst at university and second to examine the impact of SPEED on the students. Design/methodology/approach -For the first part of the paper, the author explores the SPEED programme in the context of "experiential learning". Second, the "critical incident technique" approach is explored and found to be a suitable approach towards obtaining "real-life" insights into students' business start-up experience. Findings -The paper finds that the "experiential learning" approach and all "critical incidents" have been valuable learning experiences for the students on SPEED. SPEED has provided a platform for students to gain the experience, knowledge and confidence to either set up a business or use their new-found experiences to succeed in securing a job upon graduation. Research limitations/implications -As this programme is delivered across 13 higher education institutions in the UK, there is a need for further research on SPEED and for comparisons to be drawn for future practice. Originality/value -This paper provides an insight into student entrepreneurs within a university context, a relatively unexplored area. The results also indicate the value of "experience" and the "experiential learning" approach within an enterprise programme.

Usefulness of Practice-Based Pedagogical Approaches for Nascent Student Entrepreneurs

“…This study shows that learning entrepreneurship through action is an excellent way to improve knowledge, which is consistent with several previous observations (Bell & Bell, 2016; George, 2015; Gielnik et al, 2015; Heinonen, 2007; Liang et al, 2016; McCrea, 2013; Newbery et al, 2016; Niehm et al, 2015; San Tan & Ng, 2006; Woodier-Harris, 2010). Incorporating practice in the learning process can demystify the entrepreneurial process and increase knowledge, especially procedural knowledge (Bell & Bell, 2016; Volery et al, 2013).…”

Changing a university towards entrepreneurialism: Inspiring transformation in higher education institutions

“…Higher education institutions that choose to educate entrepreneurship graduates as the rationale for their engagement in entrepreneurial teaching and learning often focus on establishing academic programmes or modules that support students close to graduation to venture into their own business (Mets et al, 2017). In some higher education institutions, these programmes or modules are funded by national initiatives that sometimes also provide fellowships and seed money to the participating students (Clements, 2012;Woodier-Harris, 2010). An important external motivator is a societal expectation that the higher education institution engages in its region and contributes to value creation, innovation and innovative competitiveness.…”

Entrepreneurship education in Indonesian higher education: mapping literature from the Country’s perspective

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