Learning for Entrepreneurship in Heterogeneous Groups: Experiences From an International, Interdisciplinary Higher Education Student Programme

Abstract

Although entrepreneurship education (EE) has gained popularity internationally, empirical work is scarce on the factors which influence the underlying learning process. This article presents the experiences of a European summer school where factors which contribute to entrepreneurial learning in interdisciplinary, intercultural student groups were elicited and analysed via student reflection. A total of 35 professional and scientific bachelor students from the Netherlands, Latvia and Estonia worked together in groups of five to develop initial business plans at a 10-day summer school. Heterogeneity -including disciplinary and cultural differences -contributed to learning within the groups but also caused confusion and misunderstandings in the entrepreneurship education context. Particularly the factors embracing members' knowledge, experiences and skills, problem solving and decision making and leadership showed dynamics which appeared to be specific to the context of EE. The results contribute to a better understanding of student learning in EE settings.

The Impact of Entrepreneurship Education: A Study of Iranian Students' Entrepreneurial Intentions and Opportunity Identification

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“…In addition, there is no agreement on what would constitute a welldefined method and a suitable conceptual model for assessing the effects of EEPs (Falkang and Alberti 2000;von Graevenitz, Harhoff, and Weber 2010). Moreover, nonbusiness university students have received limited attention in previous studies (Lans et al 2013), despite the fact that this population represents the bulk of young adults pursuing an education program. Finally, there is no study regarding the impact of entrepreneurship education for Iranian universities.…”

The Role of Entrepreneurship Education on Internationalization Intention. A Case Study from Izmir-TURKEY

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A Literature Review and Directions for Future Research on International Student Perceptions of Online versus Face-to-Face Education: Program-centered Characteristics

“…Collaborative problem-based learning encourages students to develop teamwork, collaboration, cooperation, critical thinking through analysis, synthesis, evaluation and reflection (Zhu et al, 2009). Cultural background may influence a student's understanding of the required collaborative processes and perceptions, and therefore, the required actions that are likely to be effective (Lans, Oganisjana, Taks & Popov, 2013). Postgraduate management students from different cultural backgrounds, ethnicities and nationalities may respond to educational styles differently (Selvarajah, 2006).…”