A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education: do we innovate or implement?

Scott, Jonathan, Penaluna, Andy and Thompson, John L. (2016) A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education: do we innovate or implement? Education and Training, 58 (1). pp. 82-93. ISSN 0040-0912

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Official URL: http://dx.doi.org/10.1108/ET-06-2014-0063

Abstract

Purpose – The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation.

Design/methodology/approach – The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations.

Findings – Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation.

Practical implications – Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise.

Originality/value – Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers.

Item Type: Article
Uncontrolled Keywords: Implementation, Effectiveness, Learning outcomes, Entrepreneurship education, Innovation, experiential
Subjects: N100 Business studies
X300 Academic studies in Education
Department: Faculties > Business and Law > Newcastle Business School > Business and Management
Depositing User: Becky Skoyles
Date Deposited: 03 Mar 2017 11:51
Last Modified: 08 May 2017 17:51
URI: http://nrl.northumbria.ac.uk/id/eprint/29924

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