Find your limits and break them! Nurturing students’ entrepreneurship competence through innovative teaching methods and self-assessment

Antonelli, Guido; Venesaar, Urve; Riviezzo, Angelo; Kallaste, Marianne; Dorożyński, Tomasz; Kłysik-Uryszek, Agnieszka

doi:10.1108/jec-10-2022-0148

Cited by 2 publications

(2 citation statements)

References 85 publications

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Section: Introductionmentioning

confidence: 99%

“…More recently, Bolzani and Luppi (2021) focused on the assessment of entrepreneurship competence amongst bachelor's and master's level students participating in an extracurricular initiative (a business model challenge); they used pre-and post-test surveys, hence student self-assessment. Similarly, Antonelli et al (2024) evaluated the development of entrepreneurship competence among university students through pre and post surveys, but also through a control group. These last two articles thus only made use of self-assessment strategies, which are an important constituent in the assessment of competence development (Pellerey, 2004;van der Vleuten et al, 2017), but are certainly not the only strategies available.…”

Section: Introductionmentioning

confidence: 99%

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To assess or not to assess an entrepreneurship competence in vocational education and training? Results from a case study of Italy

Morselli

2024

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PurposeThis article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.Design/methodology/approachThis case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.FindingsAssessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.Research limitations/implicationsOne limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.Practical implicationsAt the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.Originality/valueSo far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

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Section: Introductionmentioning

confidence: 99%