Competency based education in entrepreneurship: a call to action for the discipline

White, Rebecca; Hertz, Giles; Moore, Kevin

doi:10.4337/9781784719166.00013

Cited by 8 publications

(2 citation statements)

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“…The accrediting body for the journalism and communication programs created a digital competency certification that incorporates technological skillsets into curriculum accreditation standards, in line with White et al. (2016)’s calls for more competency-based education and Sindik and Graybeal (2017)’s findings of media entrepreneurship becoming “legitimized.” As Duval-Couetil (2013) note, assessment legitimizes programs by demonstrating value and outcomes to a wide variety of stakeholders.…”

Section: Discussionmentioning

confidence: 99%

Examination of Pedagogy and Instructional Innovation to Create Entrepreneurs in the Media and Technology Fields

Graybeal

Ferrier²

2021

Entrepreneurship Education and Pedagogy

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While STEAM disciplines like engineering and the arts have made great strides in exploring pedagogical strategies for teaching entrepreneurship education, media entrepreneurship is much more in its infancy, having emerged in journalism and communication curricula in the early 2000s. These media-focused programs may teach career competencies such as digital communication, interpersonal and team skills and innovation strategies to a broad swath of interdisciplinary students, including those from engineering, arts and other STEAM disciplines. It has been a decade since Neck and Greene highlighted three “known worlds” of teaching entrepreneurship and proposed a new “method” world. Using recent syllabi solicited from media entrepreneurship, entrepreneurial journalism and journalism innovation courses, this study evaluates which of the “worlds” – entrepreneur, process, cognition, or method – is being utilized to teach entrepreneurship in the media and technology fields.

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Section: Discussionmentioning

confidence: 99%

Examination of Pedagogy and Instructional Innovation to Create Entrepreneurs in the Media and Technology Fields

Graybeal

Ferrier²

2021

Entrepreneurship Education and Pedagogy

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“…New venture creation can include intrapreneurship as well as entrepreneurship (Kuratko et al, 1990). A strong case has been made for competency-based education and portfolio-building for business students (White, Hertz & Moore, 2016). Approaches that support this include active learning, projectbased learning, entrepreneurship as practice, and student self-directed learning (Neck & Corbett, 2018), as well as community building (Morris & Liguori, 2016;Noyes & Linder, 2015).…”

Section: Discussionmentioning

confidence: 99%

Stimulation Versus Simulation: The Student Side Hustle as a Learning Innovation

Forster-Holt

2020

Entrepreneurship Education and Pedagogy

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A side hustle is a small-scale business activity in addition to one’s primary job. Our learning innovation is the student side hustle (SSH), a small-scale business in addition to the student’s academic work. It fits within an existing entrepreneurship course, allowing students to launch small scale ventures on a campus-based peer-to-peer marketplace platform. The SSH contributes to the broader category of side hustles and to the existing category of experiential learning exercises that result in student businesses. We position the concept in the appropriate foundational literature, and offer insights into the details of our “stimulation” and its outcomes, evidence of its effectiveness, lessons learned, and extensions of the exercise.

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