Student engagement in online graduate entrepreneurship classes: Demonstrating meeting AACSB standards

Black, Janice A.; Davidson, Bethany A.

doi:10.1080/08832323.2022.2066058

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…The accelerated uptake of teaching online lies at the intersection of the process, program and student themes, as this was a key concern during the COVID-19 pandemic and imposed restrictions. Several scholars examined this area attempting to disentangle its resource implications, and the need for faculty to rapidly upskill, given changing student preferences and behaviours that impact quality learning (Andrade et al , 2022a; Black and Davidson, 2022). Institutions responded by adopting a combination of technologies to facilitate an engaging student learning experience.…”

Section: Data Collectionmentioning

confidence: 99%

Assurance of learning in business education – what exactly are we assuring, and whose business should it be?

Tham

Scheepers

Grace

et al. 2023

QAE

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Purpose This paper aims to critically evaluate the evolution of Assurance of Learning (AoL) in business education and identify gaps and responsibilities in higher institution landscapes moving into the future. This comes amidst increasing structural reforms, an increasingly digitalised world, accelerated by the COVID-19 pandemic and wider scrutiny of graduate competencies for job readiness. Design/methodology/approach A systematic literature review comprising 27 journal articles published between 2018 and 2022 is the methodology used in this research. This approach is justified as it provides a recent synopsis of current trends on AoL and encompasses the changes over the course of the COVID-19-induced higher education landscapes. Findings The systematic literature review revealed a strong flavour for AoL measurement through the students' perspectives, with little emerging from faculty insights. Only six out of the 27 articles were framed in a non-English speaking background, revealing that most studies were still concentrated in a US or English environment. Also, while papers on AoL have increased in numbers from 2018 to 2022, there remains scant literature on AoL measurements related to the COVID-19 pandemic and recent digital technologies, and how these would have changed given the rapid shift to online or hybrid environments. Originality/value A comprehensive review of AoL literature from 2018 to 2022 is undertaken through Leximancer, which reveals conceptual and relational ties between core themes and concepts of interest. The findings inform business school leaders of the current state of AoL processes, by combining the views of students, faculty and managers.

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Section: Data Collectionmentioning

confidence: 99%

Assurance of learning in business education – what exactly are we assuring, and whose business should it be?

Tham

Scheepers

Grace

et al. 2023

QAE

View full text Add to dashboard Cite

show abstract

“…The dependence on online learning as a principal educational modality presented opportunities to adopt new digital technologies and learning modes (Ratten, 2020). This time also brought awareness of the significant lack of research on pedagogical approaches to teaching experiential EE online (Black & Davidson, 2022; Matthews et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning in an Online Setting: How Entrepreneurship Education Changed During the COVID-19 Pandemic

Vecchiarini

Muldoon

Smith

et al. 2023

Entrepreneurship Education and Pedagogy

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In March 2020, when the World Health Organization declared COVID-19 a pandemic, more than 90% of the world’s student population went through an unprecedented and sudden transition to distance learning. Although this was a challenging time for instructors across all disciplines, entrepreneurship educators faced the unique dilemma of preserving the experiential nature of entrepreneurship education in the online environment. We look at how entrepreneurship educators addressed experiential learning through online education during the pandemic and some of the solutions adopted given the experiential, hands-on nature of entrepreneurship education. We review the first wave of literature on the topic, and we offer the results of a recent survey of entrepreneurship educators who are members of the United States Association for Small Business and Entrepreneurship (USASBE). In doing this, we have added to a growing literature on the shift of entrepreneurial education to an online setting.

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Student engagement in online graduate entrepreneurship classes: Demonstrating meeting AACSB standards

Cited by 2 publications

References 21 publications

Assurance of learning in business education – what exactly are we assuring, and whose business should it be?

Assurance of learning in business education – what exactly are we assuring, and whose business should it be?

Experiential Learning in an Online Setting: How Entrepreneurship Education Changed During the COVID-19 Pandemic

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