What pedagogical methods impact students’ entrepreneurial propensity?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bonnie M. Canziani, Associate Professor (Creator)
William L. Tullar, Professor (Creator)
Dianne H.B. Welsh, Distinguished Professor of Entrepreneurship (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: There is a dearth of research that investigates the effectiveness of different pedagogical methods for teaching entrepreneurship. This paper focuses on three learning design choices: experiential learning, use of teamwork, and focus on quantitative methods. The paper examines pedagogical variables that could contribute to raising student scores on constructs of change, risk taking, goal setting, feedback, and achievement as measured by our customized entrepreneurial propensity survey. Results offer moderate evidence to confirm effects of experiential learning designs for goal-setting and weak evidence for feedback. Additional findings suggest the need for rethinking the role of teamwork in entrepreneurship courses.

Additional Information

Journal of Small Business Strategy
Language: English
Date: 2015
entrepreneurship pedagogy, experiential learning, entrepreneurial propensity

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