Student-Operated Internet Businesses: True Experiential Learning in Entrepreneurship and Retail Management

Daly, Shawn P.

doi:10.1177/0273475301233006

Cited by 105 publications

(95 citation statements)

References 20 publications

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“…For this reason there is an increase in interactive teaching methods which encourage active self-learning and action oriented pedagogy, combined with group work and project-based learning. In this context, Pittaway and Cope (2007), highlight different teaching methods for 'entrepreneurship': action learning (Leitch and Harrison, 1999); new venture simulations (Clouse, 1990;Kelmar, 1992); technology-based simulations (Hindle, 2002;Low et al, 1994); development of actual ventures (Haines, 1988); skills-based courses (Ulijn et al, 2004); video role plays (Robertson and Collins, 2003); experiential learning (Daly, 2001); mentoring (Stewart and Knowles, 2003); design-based learning (Shane and Venkataraman, 2000); and reflective practices (Schön, 1987).Some institutions and experts have even begun to question the profile of the educator who must combine the capacity for teaching with greater professional or business experience (Comisión de las Comunidades Europeas, 2005).…”

Section: Background Higher Education and Entrepreneurshipmentioning

confidence: 99%

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Arranz

Ubierna²,

Arroyabe

et al. 2016

Studies in Higher Education

144

137

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This paper examines the effect of curricular and extracurricular activities on the entrepreneurial motivation and competences of university students. In order to address these issues, we have used Azjen's (1991Azjen's ( , 2002 INTRODUCTIONThe importance of universities in the task of orienting graduates to develop their entrepreneurial intention has been stressed by numerous researchers. Over the years researchers have tried to provide an answer to these questions: What, How and When to teach at universities in order to foment entrepreneurial initiative? (Krueger et al., 2000; Autio et al., 2001; Kirby, 2005; Liñan and Chen, 2009;Nabi et al., 2006;Nabi and Holden, 2008;Fayolle et al., 2006; Cranmer, 2006: Pittaway andCope, 2007; Buckland, 2009;De Silva, 2015). Taking into account the importance of entrepreneurship in the economy (Acs and Szerb, 2007), universities devote considerable effort to developing both curricular and extracurricular activities to encourage entrepreneurial intention in their students (Fayolle et al., 2006;Shinnar et al., 2009;Souitaris et al., 2007;Wilson et al., 2007;Davey et al., 2010;Ertuna and Gurel, 2011;Thomas et al., 2014).In recent years, academicians have developed a growing interest in the effectiveness of those efforts on entrepreneurship initiative (Kirby, 2005;Fayolle et al., 2006;Shinnar et al., 2009; Souitaris et al., 2009; Markman et al., 2002; Boissin et al., 2009a, b). The results of such research have produced numerous studies on education in entrepreneurship (Alexei and Kolvereid, 1999;Karanja et al., 2012;Shinnar et al., 2009; Soutaris et al., 2007; Liñan and Chen, 2009;Venciana et al., 2005;Peterman and Kennedy, 2003), but these tend to be limited and contradictory (Collins et al., 2004;Guerrero et al., 2008;Gurel et al., 2010;Thompson et al., 2010;Wu and Wu, 2008). While some researchers complain that formal education reduces the individual's desire for entrepreneurship (e.g., Shapero and Sokol, 1982; Collins et al., 2004), others consider that education increases the individual's entrepreneurship motivation (e.g., Davidsson, 1995; Boissin et al., 2009a). This controversy was the starting point of some studies whose aim was to explain the effectiveness of university education in entrepreneurial motivation.Following the Global Entrepreneurship Monitor, Acs et al., (2005) point out that some of the actions developed by universities were not channelled correctly. In this way, Laukkanen (2000) and Kirby (2005) regarding the application of educational models designed to develop entrepreneurship intention, no model has been consolidated yet, and the lack of this general model means that university attempts to develop entrepreneurial initiative lack effectiveness. In spite of these efforts, the controversy continues, with this research question being a major debate issue: the role that university should play in developing and fomenting university students' entrepreneurship motivation.Our work tries to shed light on this question. Based on the issues raised above,...

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Section: Background Higher Education and Entrepreneurshipmentioning

confidence: 99%

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Arranz

Ubierna²,

Arroyabe

et al. 2016

Studies in Higher Education

144

137

View full text Add to dashboard Cite

show abstract

“…However, active engagement in an activity together with enjoyment of the experience can significantly increase both motivation and learning (Karns, 2005;Elam and Spotts, 2004). It is, perhaps, not surprising that active experiential learning approaches are increasingly being introduced into syllabi to supplement traditional teaching formats (Piercy, 2013;Karns, 2005;Daly, 2001). While studies on student satisfaction with experiential learning are varied, Piercy and Caldwell (2011) found, in a multicultural study, that students reported high levels of satisfaction with experiential learning.…”

Section: Literature Review Active and Experiential Learningmentioning

confidence: 99%

Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive

Bell

2015

The International Journal of Management Education

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Higher Education Institutions (HEIs) have increasingly utilized experiential approaches in business education; however, some researchers have suggested that further research is required to investigate the effectiveness and student reaction to such approaches. The aim of this study is to determine the impact of an experiential learning approach on the perceived development of entrepreneurial traits and to measure the level of both student engagement and satisfaction. The approach was designed and tested during a Higher National Diploma (HND) entrepreneurship module in a British HEI. Traditional taught sessions were blended with applied activities that required students to utilize the skills they learned to complete steps of the activities, which increased in length and complexity. Results found both a high level of student satisfaction and engagement and the belief that the module's experiential approach had, in many instances, helped to develop entrepreneurial traits. Successful practice and modifications are discussed.

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“…Here, iteration and acceptance of change becomes a more appropriate goal. Hannon et al (2005) highlight that 'traditional' learning and teaching approaches within business schools are less effective, such that 'entrepreneurial skills, knowledge and behaviour' are more likely to developed through 'co-learning', confirming Daly's (2001) analysis of satisfaction surveys and 'reflection papers', and the finding that experiential approaches enabled students to enhance the levels of finance that they were able to obtain for student societies, as well as increasing their community engagement. However, the literature appears to rely upon conceptual papers as there is still a lack of empirical studies, and some that are ostensibly empirical (for example, Hartshorn and Hannon, 2005) rely upon a single case.…”

Section: Entrepreneurship Education Approaches: Traditional Versus Exmentioning

confidence: 99%

A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education

Scott

Penaluna

Thompson

2016

Education + Training

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Purpose: We conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, we critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation.Design/methodology/approach: We undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, we critiqued a number of 'taken for granted' assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations. Findings:Although there is a large body of research on experiential approaches towards entrepreneurship education, we know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence we need to establish more effective student performance evaluation metrics. In particular whether: (1) actual learning outcomes are appropriate measures of effectiveness; and (2) we should evaluate student performance through the lenses of the two 'Is' -implementation or innovation. Practical implications:Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise. Originality/value: Through revisiting the discussions on the art and the science of entrepreneurship education, this article represents an initial critical attempt -as part of an ongoing study -to fill a gap in entrepreneurship education research. The article, therefore, has significant value for students, entrepreneurship educators, and policy-makers.

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Student-Operated Internet Businesses: True Experiential Learning in Entrepreneurship and Retail Management

Cited by 105 publications

References 20 publications

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive

A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education

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