提高课堂上的创业能力:延伸和学习中的复制

C. Glackin, Steven E. Phelan
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引用次数: 5

摘要

目的Morris等人最近的一篇论文(2013b)提供了证据,证明学生可以通过国际实地考察培养创业能力。本文探讨了在传统的课堂环境中是否可以产生同样的结果。设计/方法论/方法本研究是对Morris研究的系统复制,增加了配对、准实验设计和自我复制。在学期开始时,使用Morris工具从两组中收集了13项自我报告能力的数据。治疗组接受了旨在教授创业能力的课程,并在学期末对两组进行了重新调查。一年后,在另一个队列中重复这一过程,以复制最初的研究。发现第一个治疗组的五项能力显著提高。然而,只有三种能力在治疗组中比对照组增加得更多。在重复研究中,治疗组中只有一种能力显著较高,而该能力不是最初的三种能力之一。实际含义教育工作者和政策制定者应该选择有效和可靠的课程。创业教育工作者和政策制定者应该花更多的时间来评估不同教学技术对提高创业能力的有效性。创意/价值据我们所知,这是创业教育中最早进行配对、准实验设计和研究中复制的研究之一。结果表明,如果使用更简单的设计,会出现严重的推断错误,尽管这种设计是创业研究中的常态。
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Improving entrepreneurial competencies in the classroom: an extension and in-study replication
PurposeA recent paper by Morris et al. (2013b) presented evidence that students can develop entrepreneurial competencies through international fieldwork. This paper explores whether the same results can be developed in a traditional classroom setting.Design/methodology/approachThe study is a systematic replication of the Morris study with the addition of a matched pair, quasi-experimental design, with a self-replication. Data were collected on 13 self-reported competencies at the start of a semester from two groups using the Morris instrument. The treatment group was exposed to a curriculum designed to teach entrepreneurial competencies, and both groups were re-surveyed at the end of the semester. The process was then repeated with a different cohort, one year later, to replicate the initial study.FindingsFive competencies saw significant increases in the first treatment group. However, only three of these competencies increased more in the treatment group than the control group. In the replication study, only one competency was significantly higher in the treatment group, and that competency was not one of the original three.Practical implicationsEducators and policymakers should select a curriculum that is valid and reliable. Entrepreneurship educators and policymaker should devote more time to evaluating the effectiveness of different pedagogical techniques for improving entrepreneurial competencies.Originality/valueTo the best of our knowledge, this is one of the first studies in entrepreneurship education to undertake a matched pair, quasi-experimental design with an in-study replication. The results indicate that serious inferential errors arise if simpler designs are used, even though such designs are the norm in entrepreneurship research.
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来源期刊
New England Journal of Entrepreneurship
New England Journal of Entrepreneurship Economics, Econometrics and Finance-Economics and Econometrics
CiteScore
3.80
自引率
0.00%
发文量
6
审稿时长
12 weeks
期刊最新文献
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