Peer assessment is an approach which many lecturers have consideredin order to reduce the time taken for student assessment, but often theyare reluctant to indulge in such…
Abstract
Peer assessment is an approach which many lecturers have considered in order to reduce the time taken for student assessment, but often they are reluctant to indulge in such practice for fear of a lack of validity in the results. Examines this approach with three groups of students enrolled in a Graduate Management Course, and compares the results obtained from the peer group with that of the lecturer in charge of the unit in question. It was found that there was a good correlation between the groups and the lecturer, and the additional learning experience proved beneficial to the students′ development as effective managers.
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The business plan is shown to be a useful approach to teaching theapplication of theoretical concepts to a student population who mustconfront the realities of the business world…
Abstract
The business plan is shown to be a useful approach to teaching the application of theoretical concepts to a student population who must confront the realities of the business world upon graduation. This concept takes the latent entrepreneur through the rigours of a real‐life exercise, under the guidance of facilitators having a deft knowledge of theory and practice. Examples show results which can be expected from such an approach.
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Gustav Hägg and Jonas Gabrielsson
The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.
Abstract
Purpose
The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.
Design/methodology/approach
The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.
Findings
The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.
Originality/value
The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.