Exploring the Goals, Content, and Methods of Entrepreneurship Professors: A Multiple Case Study

Albornoz, Carlos

doi:10.25148/etd.fi11120913

Cited by 4 publications

(5 citation statements)

References 46 publications

(98 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Holding students accountable for their own learning also has the benefit of developing intrinsic motivation (Ambrose, 2010;Hmelo-Silver, 2004). Researchers such as Ambrose (2010), Hmelo-Silver (2004), and Zhao (2012) find that students are motivated by freedom to pursue what they want to pursue, by personally meaningful tasks, and by believing that the outcome of their learning is under their control.…”

Section: )mentioning

confidence: 99%

“…The response from the education system is witnessed by the following: In 1995 over 400 entrepreneurial courses were being offered in various higher education institutions across the U.S., and by 2003 more than 2,200 courses were being taught at over 1,600 universities and colleges (Albornoz, 2011). The increases in high school programs is similar.…”

Section: Revisiting the Problem Of Practicementioning

confidence: 99%

“…For instance in 1995, over 400 entrepreneurial courses were being offered in various higher education institutions across the U.S., and by 2003 more than 2200 courses were being taught at over 1,600 universities and colleges. And by 2011 over 60 percent of U.S. colleges and universities offered at least one course in entrepreneurship (Albornoz, 2011).…”

Section: Chapter I: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Noworatzky¹

View full text Add to dashboard Cite

The purpose of this study was to study is to understand whether the unique experiential learning programs at two innovative high schools might be highly effective models for increasing the Entrepreneurial Intention and skills of their students. The study was placed in the theoretical framework of the Theory of Planned Behavior based on Ajzen. The literature review focused on Experiential Learning Theory, Constructivist Theory, Kolb's Experiential Learning Theory and an overall look at the state of Entrepreneurial Education. Two research question guided the data collection and analysis: How does IowaBig and BVCAP as community, industry and experiencebased secondary programs impact students' perception of, attitudes towards, and competencies of entrepreneurship, as perceived by administrators, teachers, students, and community-and industrybased partners? What do students, administrators, teachers, and community-and industry-based partners consider to be the value of these activities and learning for students? A multi-case study involving teachers, students and industry partners was used to find answers to these questions. By allowing students to articulate and follow their passions teachers can unlock creativity and put learning in context leading to more highly motivated, successful students. The study found; Authentic, real world projects drive students to practice project management, leadership, collaboration and business processes, all essential skills for entrepreneurs, In an environment where it is safe to fail, students learn to use iterative thinking and problem solving to deal with ambiguous problems and situations, and due to the structure of the programs, the project work, and the leadership experiences students develop a level of confidence surpassing their traditionally taught peers. The findings of this study, along with the identification and analysis of related themes, have the potential to inform public schools contemplating a project-based learning experience.

show abstract

Section: )mentioning

confidence: 99%

Section: Revisiting the Problem Of Practicementioning

confidence: 99%

Section: Chapter I: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Noworatzky¹

View full text Add to dashboard Cite

show abstract

“…2. Literature review Developmental and experiential pedagogies have long been the tools of entrepreneurship educators in their efforts to impact entrepreneurial activities (Albornoz, 2011). Yet, there have been ongoing changes to the pedagogical questions of what to teach and how to teach it as educators continue to learn more about how students acquire, retain and apply knowledge and skills and, consequently, which pedagogies are most effective in higher education (Neck and Greene, 2011;Rubin et al, 2018).…”

Section: The Current Studymentioning

confidence: 99%

Improving entrepreneurial competencies in the classroom: an extension and in-study replication

Glackin

Phelan

2020

NEJE

View full text Add to dashboard Cite

PurposeA recent paper by Morris et al. (2013b) presented evidence that students can develop entrepreneurial competencies through international fieldwork. This paper explores whether the same results can be developed in a traditional classroom setting.Design/methodology/approachThe study is a systematic replication of the Morris study with the addition of a matched pair, quasi-experimental design, with a self-replication. Data were collected on 13 self-reported competencies at the start of a semester from two groups using the Morris instrument. The treatment group was exposed to a curriculum designed to teach entrepreneurial competencies, and both groups were re-surveyed at the end of the semester. The process was then repeated with a different cohort, one year later, to replicate the initial study.FindingsFive competencies saw significant increases in the first treatment group. However, only three of these competencies increased more in the treatment group than the control group. In the replication study, only one competency was significantly higher in the treatment group, and that competency was not one of the original three.Practical implicationsEducators and policymakers should select a curriculum that is valid and reliable. Entrepreneurship educators and policymaker should devote more time to evaluating the effectiveness of different pedagogical techniques for improving entrepreneurial competencies.Originality/valueTo the best of our knowledge, this is one of the first studies in entrepreneurship education to undertake a matched pair, quasi-experimental design with an in-study replication. The results indicate that serious inferential errors arise if simpler designs are used, even though such designs are the norm in entrepreneurship research.

show abstract

“…Los actores más importantes del engranaje productivo eran, junto a los factores tradicionales (capital, recursos humanos, y tierra), eran los administradores (managers) que planeaban la asignación de recursos existentes (Albornoz, 2011). A medida que el sistema capitalista continuó su expansión, se crearon economías de escalas y crecientemente más recursos son liberados para invertir en nuevos negocios y conocimientos (Perez, 2008).…”

Section: La Producción Centrada En El Clienteunclassified

Desafíos Interdisciplinarios en la Formación Universitaria: una Contribución desde la Facultad de Diseño de la Universidad del Desarrollo

Contreras¹,

Broitman²

2013

Journal of Technology Management & Innovation

View full text Add to dashboard Cite

show abstract

Exploring the Goals, Content, and Methods of Entrepreneurship Professors: A Multiple Case Study

Cited by 4 publications

References 46 publications

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Improving entrepreneurial competencies in the classroom: an extension and in-study replication

Desafíos Interdisciplinarios en la Formación Universitaria: una Contribución desde la Facultad de Diseño de la Universidad del Desarrollo

Contact Info

Product

Resources

About