Find your limits and break them! Nurturing students’ entrepreneurship competence through innovative teaching methods and self-assessment

Gilda Antonelli, U. Venesaar, A. Riviezzo, Marianne Kallaste, Tomasz Dorożyński, Agnieszka Kłysik-Uryszek
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Abstract

Purpose This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship competence, through students’ self-assessment before and after the teaching. Design/methodology/approach The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching. Findings Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students. Originality/value The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.
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找到你的极限并打破它们!创新教学方法与自我评估培养学生创业能力
本研究旨在通过学生在教学前后的自我评估,来衡量一种专门为支持学生创业能力发展而设计的改进创新教学方法的使用效果。设计/方法/途径教学方法设计以实施方法为基础,以综合创业能力模型为理论基础。教学方法实验在三个国家(爱沙尼亚、意大利和波兰)进行,收集了404名创业课程学生的前后自我评估调查。在每个国家,实验组的结果与没有接受相同教学的对照组的结果进行了比较。研究结果:与对照组相比,参加创新教学方法课程的学生创业能力有所提高,差异具有统计学意义。在14个被调查的次胜任力中,有13个在自我评估方面观察到积极的变化。本科学生创业子胜任力自评水平的提升显著高于本科学生。本研究的优势在于研究样本的多样性和三个不同国家采用的统一的教学设计结构,而对创业教育及其对学习者的影响的具体比较研究有限。此外,本研究采用了岗前设计和对照组,而现有的关于创业教学效果的研究大多是基于不同的方法。最后,大多数研究通过关注创业意向来衡量创业教育的影响,而本研究关注的是学生创业能力的发展。
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来源期刊
CiteScore
6.30
自引率
8.30%
发文量
35
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