The principles and practices of delivering experiential entrepreneurship education to mega-classes

Pryor, Christopher G.

doi:10.4337/9781784719166.00018

Cited by 3 publications

(7 citation statements)

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“…Researchers could also include participants with little or no familiarity with business and strategy to determine how much their characteristics affect their approach in the experiential exercise like SBG. Furthermore, it is insightful to run the SBG in mega classes – that is 500 or more students (Pryor, 2016), to examine the student behavior changes in the SBG in such a context.…”

Section: Suggestions For Future Researchmentioning

confidence: 99%

Teaching Causation and Effectuation in the Large Classroom: A Production–Trade Game

Memar

Sundström

Larsson

2020

Journal of Management Education

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Researchers claim that experiential learning approaches (e.g., gamification) are well-suited to management and entrepreneurship education. However, this research has been conducted mostly in small classroom settings. With the increases in the number of university business students, many business courses have also increased in size. The large classroom setting introduces new pedagogic concerns, in particular regarding the complexity of the teaching–learning environment, as a result of students having diverse educational backgrounds, skills, and learning styles. This article explores this concern in its investigation of the ways in which business higher education can prompt various business behaviors among students in large classrooms.By utilizing the gamification of concepts, we created an experiential learning exercise—the Strategic Business Game. Questionnaire surveys conducted with the 126 university students enrolled into two majors during the game reveal that this educational learning experience prompts the students’ causation and effectuation behaviors. In this educational learning experience, the complexity of the large classroom is seen as an advantage and gives the educators an opportunity to increase the quality of the student interaction. Furthermore, this study emphasizes the appropriateness of experiential learning through gamification on individuals’ business behaviors as revealed in large classes in management and entrepreneurship education.

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Section: Suggestions For Future Researchmentioning

confidence: 99%

Teaching Causation and Effectuation in the Large Classroom: A Production–Trade Game

Memar

Sundström

Larsson

2020

Journal of Management Education

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“…Proponents of experiential approaches to entrepreneurship education acknowledge the pressure for larger classes and the obstacles this places in the way of providing for experiential teaching (Fulgence, 2015; Henry, 2013). A large class can make it difficult to provide for feedback-guided learning (Broadbent et al, 2018; Pryor, 2016). The opportunity to ask for expert advice can be a challenge (Woollacott et al, 2014).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The scholarship of teaching and learning literature provides very little guidance on addressing the challenge of class size and experiential learning (Lund Dean & Wright, 2017). In the literature, discussions of large class sizes range from classes of 75+ (Gannaway et al, 2018; Salaber, 2014)), 90+ (Cullen, 2011; Piercy et al, 2012), 120+ (Heaslip et al, 2014; Lund Dean & Wright, 2017), to extremely large 500+ (Bohn & Schmidt, 2008; Pryor, 2016). The definition of “large” remains undefined and, as Lund Dean and Wright (2017) have identified, is often contextual, being defined relative to the constraints such as using a tiered lecture hall, difficulty in using some teaching techniques, and no sustained one-to-one contact with all students.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Start-Up Sprint: Providing a Small Group Learning Experience in a Large Group Setting

Hilliard

2020

Journal of Management Education

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Entrepreneurial education should reflect the real-world entrepreneurial process by providing for experiential learning. The challenge is reconciling this with the resource constraints that lead to large class settings, even in specialized postgraduate programs. This article offers practical suggestions for creating a highly interactive event as part of a largely lecture-based module. Students participate in a full-day Start-Up Sprint that uses real-world entrepreneurship tools and mimics the intense experience of a start-up event. This experiential exercise is designed to provide students in a large class with the experience and benefits of small group teaching, through a hands-on problem-based learning exercise that is supported by mentoring and live feedback. It provides entrepreneurship teachers of large classes with a way to mitigate the constraints of large classes, faculty time, and physical infrastructure and offer students a meaningful learning experience.

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“…Putting aside the question of whether students should be viewed as customers, we argue that a megaclass fits the general description of a service system. To explain this view, we sketch a few of the building blocks of a megaclass, based on accounts of teachers who deal with megaclasses in diverse areas such as writing, entrepreneurship, or business …”

Section: The (Statistics) Megaclass As a Complex Service Production Smentioning

confidence: 99%

“…To explain this view, we sketch a few of the building blocks of a megaclass, based on accounts of teachers who deal with megaclasses in diverse areas such as writing, entrepreneurship, or business. 12,15,22 Megaclasses require an adequate infrastructure, ranging from the most basic issue of a large-enough classroom if hundreds of students attend ex-catedra lectures, to sophisticated virtual platforms and teaching/learning support systems if they take lectures and engage with various class activities online. In addition, the megaclass infrastructure also requires a coordinated work process involving a large multi-faceted team consisting of 1 or more (senior) lead teachers, junior lecturers, teaching assistants and/or tutors, and possibly technical personnel or an ICT helpdesk.…”

Section: What Is a Service Production System?mentioning

confidence: 99%

The megaclass as a service production system and the challenge of facilitating its continuous quality improvement: Towards a research agenda in a complex domain

Ograjenšek

Gal

2018

Quality & Reliability Eng

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This paper aims to fill a gap in the literature on continuous quality improvement in higher education, regarding factors that may contribute to the effectiveness of megaclasses. We argue for the need to view megaclasses as a complex service production system, using introductory statistics classes as an example. Given the multiple virtual and tangible factors and processes and diverse learning communities involved in the megaclass, we believe that there is a need to better understand both its academic learning outcomes (ie, formation of knowledge, attitudes, and beliefs) and outcomes of service processes (ie, satisfaction levels of stakeholders and service metrics). We propose directions for a research agenda in this rapidly developing arena, using a model of 6 research areas influencing the above outcomes: (1) teaching methods; (2) cognition, learning, and assessment; (3) emotions, attitudes, and beliefs; (4) self‐management and metacognition; (5) social interaction and inquiry patterns; and (6) technology‐based interactions. We examine 7 traditional and emerging research methods that may jointly contribute to a better understanding of outcomes in megaclasses and Massive Open Online Classes and discuss their implications.

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The principles and practices of delivering experiential entrepreneurship education to mega-classes

Cited by 3 publications

References 0 publications

Teaching Causation and Effectuation in the Large Classroom: A Production–Trade Game

Teaching Causation and Effectuation in the Large Classroom: A Production–Trade Game

Start-Up Sprint: Providing a Small Group Learning Experience in a Large Group Setting

The megaclass as a service production system and the challenge of facilitating its continuous quality improvement: Towards a research agenda in a complex domain

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