We propose and test a model of Entrepreneurship Education (EE) based on an educational evaluation research perspective (Chen, 1990, 2005; Patton, 1997) to assess the impact on the participants in terms of conative, cognitive and behavioral outcomes (Bloom’s revised taxonomy of educational objectives, Krathwohl, 2002; Anderson, 2006; Kraiger et al., 1993). As we are interested in the antecedents to an individual’s decision to become an entrepreneur, these dimensions are operationalized with respect to entrepreneurial cognitive literature (Boyd & Vozikis, 1994; Krueger & Brazeal, 1994; De Noble et al., 1999; Markman et al., 2002; Mitchell et al., 2007). Research has also recognized the importance of experience (Delmar & Shane, 2006) in entrepreneurship. Actual experience can link learning, thinking and doing. Field experiences will not only motivate students to learn current course materials but also increase their intrinsic interest in further learning. Thus, we pose three questions: Does active pedagogy provide greater improvement in perceived entrepreneurial competencies? How do entrepreneurial intentions vary when affected by experiential vs. cognitive learning? Is active pedagogy more efficient in terms of learning performance?
Lassas-Clerc, Narjisse; Delmar, Frédéric; and Fayolle, Alain
"ENTREPRENEURSHIP EDUCATION INITIATIVES: DOES ACTIVE LEARNING REALLY MAKE DIFFERENCE? (SUMMARY),"
Frontiers of Entrepreneurship Research: Vol. 28
, Article 11.
Available at: http://digitalknowledge.babson.edu/fer/vol28/iss6/11