The Effects of Hackathons on the Entrepreneurial Skillset and Perceived Self-Efficacy as Factors Shaping Entrepreneurial Intentions

Abstract

Purpose: While traditional university programs primarily use regularly scheduled classes as the primary means for developing students, this program evaluation explores the direct effects of intensive entrepreneurial learning activity in the format of a hackathon. This is one of the first papers to explore the learning outcomes of hackathons as an intensive entrepreneurial pedagogy. Design/methodology/approach: The researchers implemented a pre-test/post-test model with students participating in an entrepreneurship hackathon and tested the changes in their confidence levels in the ability to craft a successful entrepreneurial venture. Findings: The results support a hackathon model of entrepreneurial learning. As the result of a one-day workshop, significant results were achieved for self-reported ability in identifying a viable entrepreneurial concept, and for having the ability to successfully launch a new venture. Further, class standing and prior entrepreneurial courses, as well as gender did not influence the learning outcomes. Importantly, while hackathon-generated increases in entrepreneurial self-efficacy proved to be statistically significant, same gains proved not to be significant in a traditional entrepreneurship class setting. Authors conclude that short, intensive entrepreneurship learning methods like hackathons may be more effective in developing entrepreneurial self-efficacy than semester long courses. Originality/value: A hackathon is likely an effective entrepreneurial learning methodology suitable for a general student population which includes students with limited knowledge of and interest in entrepreneurship. The usefulness of a hackathon for entrepreneurial learning has potential implications for educators, scholars and policy makers. For educators, a hackathon approach may outperform a number of traditional entrepreneurship pedagogies in the form of lectures, case studies, class discussions or even a business plan development over a semester-long course. A hackathon may also allow students to gain entrepreneurial skills and self-confidence much quicker and using less resources than in a traditional entrepreneurial course. The potential reasons for these findings as well as their implications are discussed along with future research areas.

Hackathon social como metodología activo-participativa para el aprendizaje colaborativo e innovador en la formación universitaria

“…Desde el punto de vista de su potencialidad, el hackathon social como herramienta "debe ser flexible, sensible y humanista, considerando las necesidades y habilidades de los participantes" (Toros et al, 2020). Es una metodología que permite adquirir rápidamente y con pocos recursos habilidades de emprendimiento y confianza en los estudiantes (Szymanska, 2020). En consecuencia, la hackathon es una metodología de innovación abierta que tiene la capacidad de incluir otras metodologías para articular procesos creativos.…”

The Hackathons as a First Step to Build Digital Competences

“…Empirical evidence demonstrates a number of other benefits from hackathons, such as fostering entrepreneurial citizenship, 6 developing design, project and entrepreneurial skills, 7 promoting digital innovation, 8 entrepreneurial learning. 2 In an entrepreneurial context, hackathons typically focus on developing a viable business idea and the associated business model. Szymanska et al 2 demonstrate that hackathons are an effective model for entrepreneurial learning, developing entrepreneurial skillset and self-efficacy.…”

“…2 In an entrepreneurial context, hackathons typically focus on developing a viable business idea and the associated business model. Szymanska et al 2 demonstrate that hackathons are an effective model for entrepreneurial learning, developing entrepreneurial skillset and self-efficacy.…”

“…Hackathons can be conceptualised as an example of problem-based learning, positively influence knowledge acquisition in some settings, as well as problem solving skills, critical thinking, teamwork and self-directed learning outcomes. 2 Companies could organize hackathons to pick the brains of a larger group of skilled participants aimed at solving a particular issue -often a project that has the potential to turn into a viable product. Usually, companies construct their challenges in a form of a competition and winning such a hackathon could lead to forming a start-up.…”

“…Hackathons are intensive, competitive events during which team activity is focused on solving a specific problem (digital) or creating a viable business idea and business model (entrepreneurial aspect). 2 The aim of this paper is to analyse the experience of hackathons and their contribution to building digital competence and entrepreneurial skills in Bulgaria. The approach draws on extant literature on benefits and success factors in running hackathons and presents a qualitative study of four hackathons and two competitions organized by RST-TTO during the period 2019-2022.…”