Understanding affective learning outcomes in entrepreneurship education

Abstract

<jats:p> In the field of entrepreneurship education (EE), researchers, educators and policymakers have long attempted to determine whether EE has an effect on students, and many studies have provided anecdotal evidence measuring the impacts of EE endeavours. There is a particular lack of understanding in relation to affective learning outcomes – that is, the beliefs, attitudes, impressions, desires, feelings, values, preferences and interests of students – and of the related indicators. In response to this lack of understanding, this study aims to identify students’ affective learning outcomes in EE based on a taxonomy of such outcomes and to investigate and understand in depth their nature. The study draws empirically on the learning reflections of university students enrolled on a bachelor’s level course on corporate entrepreneurship, which are qualitatively examined through thematic content analyses. The study identifies various external and internal affective learning outcomes based on the levels of expertise of students and contributes to the existing EE literature by providing a more fine-grained understanding of these complex outcomes. For educators, the study makes affective learning visible in EE and provides insightful information for programme development. </jats:p>

Extending the debate over entrepreneurial education effectiveness: the case of a Saudi university

“…The first one is called “causal,” as it focuses on how to educate students to develop business. The second one is appealed “effectuation” as it emphasizes how to exploit resources, develop new ideas and deliver those ideas into the marketplace (Sarasvathy, 2001; Ilonen and Heinonen, 2018). Thus, the main objective of EE is to change the behavior and attitude of the student toward the initiative and innovation.…”

Exploring Entrepreneurship Education Effectiveness at British Universities – An Application of the World Café Method

“…(2007) and Nabi et al. (2018), but Ilonen and Heinonen (2018) claim that affective learning outcomes are still under-researched.…”

“…Nabi et al. (2017) and Ilonen and Heinonen (2018) suggest the inclusion of indicators related to emotion-based and mindset approaches because entrepreneurship is an emotional endeavor (Souitaris et al., 2007). The role of emotions is further highlighted by Nabi et al.…”

“…Differences in gender and social environment are important contingencies in considering the effectiveness of entrepreneurship education (Martin et al, 2013;Nabi et al, 2018;Packham et al, 2010;Santos et al, 2016;Shinnar et al, 2014). Nabi et al (2017) and Ilonen and Heinonen (2018) suggest the inclusion of indicators related to emotion-based and mindset approaches because entrepreneurship is an emotional endeavor (Souitaris et al, 2007). The role of emotions is further highlighted by Nabi et al (2018), who show that participants in entrepreneurship education programs demonstrate higher levels of inspiration than non-participants.…”

Flipped classroom y Educación para el emprendimiento durante la pandemia por COVID-19

“…La formación holística del emprendimiento se basa en el aprendizaje por proyectos, el cual contribuye en fomentar competencias y habilidades no cognitivas en el estudiante en proyección del éxito profesional (Rodríguez & Lieber, 2020), en este sentido el aprendizaje afectivo como estrategia para promover lo emocional es un factor esencial para suscitar el pensamiento emprendedor en los estudiantes (Ilonen & Heinonen, 2018). Es por ello que (Bagiatis, et al, 2020), indican que el emprendimiento debe promoverse en la educación formal, mediante un currículo flexible que permita comprender la importancia del emprendedor como factor primordial en el crecimiento económico de la sociedad.…”