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    Active entrepreneurship education and the impact on approaches to learning: Mixed methods evidence from a six-year study into one entrepreneurship educator’s classroom

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    Name:
    Curtis, Moon & Penaluna (2020) ...
    Size:
    101.1Kb
    Format:
    Microsoft Word 2007
    Description:
    Accepted Manuscript
    DownloadPDF Variant
    Authors
    Curtis, Vic
    Moon, Rob
    Penaluna, Andy
    Affiliation
    University of Derby
    University of Wales, Trinity St David
    Issue Date
    2020-11-25
    
    Metadata
    Show full item record
    Abstract
    Taking an active and experiential approach to teaching is often assumed to be the best way to promote learning. However, the empirical evidence to support this assertion in entrepreneurship education is inconclusive, and current practice suggests that delivery in higher education is still quite passive and traditional. This 6-year, mixed method study sets out to demonstrate that, in a final-year International Entrepreneurship module at a UK university mapped through the lens of ‘about’, ‘for’ and ‘through’ entrepreneurship, a more innovative, active, experiential and constructively aligned approach to teaching, learning and assessment impacts positively on students’ deep and surface approaches to learning. Students viewed the module as significantly more active than passive and the level of deep learning was significantly greater than the level of surface learning. Additionally, the more active approach was significantly correlated to increased deep learning and reduced surface learning. Students highlighted the active teaching approach and the creation of videos for a local company as part of the authentic assessment as catalysts for deeper learning approaches. The study provides empirical evidence that active entrepreneurship education has a positive impact on student approaches to learning.
    Citation
    Curtis, V., Moon R. and Penaluna A. (2020). 'Active entrepreneurship education and the impact on approaches to learning: Mixed methods evidence from a six-year study into one entrepreneurship educator’s classroom'. Industry and Higher Education, pp. 1-26.
    Publisher
    Sage
    Journal
    Industry and Higher Education
    URI
    http://hdl.handle.net/10545/625466
    DOI
    10.1177/0950422220975319
    Additional Links
    https://journals.sagepub.com/doi/abs/10.1177/0950422220975319
    Type
    Article
    Language
    en
    EISSN
    2043-6858
    ae974a485f413a2113503eed53cd6c53
    10.1177/0950422220975319
    Scopus Count
    Collections
    Derby Business School

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