Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2022-08-24 DOI:10.1080/23752696.2022.2109500

N. A. Abd Rahim, Z. Mohamed, Z. Tasir, S. Shariff

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引用次数: 4

Abstract

ABSTRACT The ‘how’ of teaching method varies in its effectiveness with ‘what’ learning outcome it intends to achieve, and for ‘whom’ the course is targeted. We employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial self-efficacy and opportunity recognition among engineering students. Data were collected from two undergraduate cohorts who undertook an entrepreneurship course with different pedagogical approaches. The t-test results showed no statistically significant difference in self-efficacy. However, there was a statistically significant difference in opportunity recognition. The effectiveness of the two approaches differed when a paired t-test was conducted. Educators should adopt an approach that is constructively aligned to a specific learning outcome. Whilst teaching ‘about’ entrepreneurship through case study immersion is effective to develop the cognitive ability of non-business students to recognize opportunity, in contrast, experiential learning or teaching ‘through’ entrepreneurship is more effective to develop their self-efficacies.

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体验式学习和案例研究对工科学生创业自我效能感和机会识别发展的影响

教学方法的“如何”在其有效性上随其打算达到的“什么”学习成果以及课程的“对象”而变化。我们采用纵向研究设计来检验体验式学习和案例研究沉浸式学习对培养工科学生创业自我效能感和机会认知的有效性。数据收集自两组采用不同教学方法学习创业课程的本科生。t检验结果显示，自我效能感差异无统计学意义。然而，在机会认知方面存在统计学上的显著差异。当进行配对t检验时，两种方法的有效性不同。教育者应该采用一种与特定的学习结果建设性地结合在一起的方法。通过案例研究沉浸式的“关于”创业的教学，可以有效地培养非商业专业学生识别机会的认知能力，相反，体验式学习或“通过”创业的教学，可以更有效地培养他们的自我效能感。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.