Entrepreneurial education in a pandemic era: Timeframes, demographics, and the nexus between teaching and experiential learning

Abstract

Purpose: This study examines the transformative effects of the COVID-19 pandemic on entrepreneurial education during and after the pandemic. Methodology: Using action research-based case study with a mixed data collection method, that spans pre-, during, and post-COVID-19. Data collection involved class discussions in a final mandatory class, surveys sent after the end of the class, and official course evaluations. Findings: The pandemic-induced changes highlighted that extended instructional timeframes do not necessarily yield better entrepreneurial outcomes. A condensed, immersive approach fostered innovation and improved entrepreneurial mindsets. The hybrid teaching model introduced by the pandemic enriched class demographics, offering a broader spectrum of perspectives and enhancing discussions. Implications: The shift to digital and hybrid teaching models brought diverse student profiles, which, when appropriately harnessed, can enrich classroom discussions and peer learning. Future research should delve deeper into the motivations of distinct student groups and the long-term effects of current teaching strategies on entrepreneurial endeavors.