A Critical Perspective on Remote Working and Self-Directed Learning in an International Innovation and Entrepreneurship Education Programme

Abstract

In this chapter, we reflect on the impact of the Covid-19 pandemic on an Innovation and Entrepreneurship educational programme by comparing two editions of the Start-up Lab, a three-month hands-on laboratory organised at the University of Trento (Italy), focused on the development of entrepreneurial ideas by international students. The 2019 edition of the course, before the Covid-19 pandemic outbreak, was held in attendance, whereas the 2021 edition was held online. For the latter, the authors decided to introduce a self-directed learning approach, assuming it could better support remote teamwork and the acquisition of transversal skills. In this chapter, the authors critically question the effectiveness of remote working and the self-directed learning approach in innovation and entrepreneurship education programmes. The authors provide early evidence about some critical aspects of online and distance learning and teamwork, mostly related to self-efficacy skills, such as the ability to motivate others to work together and collaborative work. Despite the negative effects of distance working on some entrepreneurial skills, the authors demonstrate that the ability to reflect on learning experience is a driver for improving specific entrepreneurial and innovation skills. Students who have had the opportunity to reflect on their learning experiences feel more confident about becoming entrepreneurs or working in companies with a stronger entrepreneurial mindset.

Citation

Scroccaro, A. and Rossi, A. (2022), "A Critical Perspective on Remote Working and Self-Directed Learning in an International Innovation and Entrepreneurship Education Programme", Caputo, A., Lock, D. and Hack-Polay, D. (Ed.) International Environments and Practices of Higher Education, Emerald Publishing Limited, Leeds, pp. 91-113. https://doi.org/10.1108/978-1-80117-590-620221009