Improving entrepreneurial competencies in the classroom: an extension and in-study replication

Abstract

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.

The entrepreneurial cognitive adjustment mechanism: transitional entrepreneurship as a solution to mitigate illegal migration

“…If entrepreneurship alleviates poverty when resource scarcity (monetary and nonmonetary) is addressed (Kobeissi, 2010;Morduch, 2000;Sutter et al, 2019), Central Americans at risk of illegal migration can launch new ventures by taking advantage of the public training and networking resources offered by public institutions at home and invest in new businesses with the money they would have paid to smugglers or saved for migration traveling costs. For example, Central Americans at risk of illegal migration can increase their chances of identifying new and valuable business opportunities by partnering with local nongovernmental organizations that promote entrepreneurship (Calton et al, 2013;Seelos and Mair, 2007), such as public universities to increase entrepreneurial intentions in the classroom (Bazan et al, 2020;Glackin and Phelan, 2020), engage in early lean-startup activities (Welter et al, 2021) while developing country-adjusted feasibility plans that focus on sustainability in highly volatile environments (Berry and Shabana, 2020). Moreover, Central Americans who were at risk of illegal migration but have since successfully launched a business in their home country instead of illegally migrating can serve as intermediaries to larger support systems for others at risk of illegal migration, such as in the case of diaspora philanthropy (Chen, 2021).…”

“…, 2013; Seelos and Mair, 2007), such as public universities to increase entrepreneurial intentions in the classroom (Bazan et al. , 2020; Glackin and Phelan, 2020), engage in early lean-startup activities (Welter et al. , 2021) while developing country-adjusted feasibility plans that focus on sustainability in highly volatile environments (Berry and Shabana, 2020).…”

Sintesis Sains Dan Al-Qur’an Sebagai Upaya Berpikir Inovasi Dalam Berwirausaha

“…Kompetensi itu perlu dikembangkan (Podmetina, Daria, 2017) dan harus mendapat dukungan dari berbagai tingkat pendidikan (Libertson, 2023). Morris et al (2013b) menyajikan bukti bahwa mahasiswa dapat mengembangkan kompetensi kewirausahaan itu melalui praktik lapangan (Phelan, 2020). Pendidikan kewirausahaan memberi kontribusi kepada pengembangan kompetensi (Gelderen, 2022).…”

Developing Expected Learning Outomes for the Bachelor of Business Administration Program, Faculty of Humanities and Social Sciences, Prince of Songkla University

“…In short, it means a person's "ability to turn ideas into actions" [10]. Competencies are required to effectively perform a particular task [13]. Thus, the goal of competency-based education is to produce skilled graduates who are more marketable to employers than those who are complied with knowledge-based education [14].…”