This presentation describes a research study exploring the inclusion of supportive technology and real-world experiences into entrepreneurship education.
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
Assessment-driven Learning through Serious Games: Guidance and Effective Outc...IJECEIAES
Evaluation in serious games is an important aspect; it aims to evaluate the good transmission of pedagogical objectives, the performance of student in relation to these objectives defined in the pedagogical scenario, the content of the course and the predefined criteria. However, the effectiveness of learning is under-studied due to the complexity involved to gamify the assessment concept, particularly when it comes to intangible measures related to the progression of learning outcomes, which is among the most important aspects of evaluation in serious games. This paper reviews the literature regarding assessment due to their importance in the learning process with a detailed assessment plan applied on serious game. Then, it presents a framework used to facilitate the assessment design integrated in serious games. Finally, a significant example of how the proposed framework proved successful with corresponding results will conclude the paper.
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Fitness for Use: Present or Future? Insights on Utility as a Primary Dimensio...Rosario Cação
The document discusses research into whether perceptions of utility are relevant dimensions of quality in e-learning courses. A case study analyzed data from an online training provider's courses. The study found that:
1) Future utility is perceived as a more important dimension of quality than immediate utility.
2) Courses that were two weeks long optimized perceptions of quality, final motivation, and future utility more than shorter or longer courses.
3) Initial and final motivation, as well as immediate and future utility, should be considered key factors in evaluating the quality of e-learning training reactions and outcomes.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
Assessment-driven Learning through Serious Games: Guidance and Effective Outc...IJECEIAES
Evaluation in serious games is an important aspect; it aims to evaluate the good transmission of pedagogical objectives, the performance of student in relation to these objectives defined in the pedagogical scenario, the content of the course and the predefined criteria. However, the effectiveness of learning is under-studied due to the complexity involved to gamify the assessment concept, particularly when it comes to intangible measures related to the progression of learning outcomes, which is among the most important aspects of evaluation in serious games. This paper reviews the literature regarding assessment due to their importance in the learning process with a detailed assessment plan applied on serious game. Then, it presents a framework used to facilitate the assessment design integrated in serious games. Finally, a significant example of how the proposed framework proved successful with corresponding results will conclude the paper.
How to Properly Create a Faculty Development Program in Technology EducationChristopher Barrows
The document discusses best practices for creating an effective faculty development program in technology education. It emphasizes the importance of planning, understanding trainees' experience levels, providing technology resources for home use, and conducting evaluations throughout the program. The conclusion notes that technology training is essential, as tools require instruction, and technology alone provides no guidance. Overall, the document provides guidance on establishing a faculty development program that prepares educators to integrate technology effectively.
Fitness for Use: Present or Future? Insights on Utility as a Primary Dimensio...Rosario Cação
The document discusses research into whether perceptions of utility are relevant dimensions of quality in e-learning courses. A case study analyzed data from an online training provider's courses. The study found that:
1) Future utility is perceived as a more important dimension of quality than immediate utility.
2) Courses that were two weeks long optimized perceptions of quality, final motivation, and future utility more than shorter or longer courses.
3) Initial and final motivation, as well as immediate and future utility, should be considered key factors in evaluating the quality of e-learning training reactions and outcomes.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.
Workshop: Monitoring, evaluation and impact assessmentWorldFish
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1) Results-based management focuses on achieving important organizational changes and improvements in performance through defining expected results, monitoring progress, reporting on performance, and learning lessons.
2) Logic models graphically illustrate program components and how activities lead to outputs, outcomes and impact. Theories of change explain the underlying assumptions and causal pathways of change.
3) Evaluations are used to assess what was implemented, the strength of causal models, intended outcomes, and ultimately the impacts of interventions. Different evaluation strategies are suited to simple, complicated and complex interventions.
This document discusses designing a model to measure the cost effectiveness and impact of online learning platforms. It aims to establish metrics to assess the impact of e-learning at universities in Ecuador. The researchers will analyze models of evaluation, identify valid indicators of impact, and determine influential factors to estimate profitability and return on investment and expectation. The goal is to define a model that can measure ROI and ROE to determine if investing in e-learning is profitable for universities.
Monitoring involves systematically collecting project data to track progress, ensure accountability, support decision making, and promote learning. Evaluations assess needs, processes, interim progress, outcomes, and impacts using methods like surveys and interviews. Effective monitoring and evaluation systems include logical frameworks, indicators, data collection plans, and ensuring data quality to measure outputs, outcomes and assess project effectiveness.
Riding the tiger: dealing with complexity in the implementation of institutio...Kevin Mayles
This document discusses the complexity challenges faced by the Open University in implementing an institutional strategy for learning analytics. It recognizes that three key strengths are required: data infrastructure and processes, data science capabilities, and integrating analytics into business processes. The OU is developing capabilities across 10 areas including predictive indicators, learning design, and implementation approaches. While complexity cannot be controlled, effective project management, agile methods, communication, revisiting benefits and change control can help address structural, socio-political and emergent complexities faced in strategic analytics projects.
The document presents the European Reference Framework for Digitally-competent Educational Organisations (DigCompOrg). It aims to provide a conceptual framework to help educational organizations review their strategies for integrating digital technologies. The framework was developed based on a meta-analysis of 15 existing tools and identifies 7 core elements and 74 descriptors. It is intended to be comprehensive, generic and adaptable to different contexts while complementing existing tools. Next steps include developing a self-assessment questionnaire for organizations to evaluate themselves based on the framework's descriptors.
This document outlines a study to develop and validate an e-mentoring program utilizing technological ecosystems to support marketing students at the University of Manizales in Colombia during their practicum experiences. The study will involve designing the e-mentoring program, applying it to students, and evaluating its effectiveness in developing students' transversal competencies. It describes the research objectives, methodology, variables, instruments, and population that will be involved in the study.
This document provides information about a 3-day training course on monitoring and evaluating community projects taking place in Lagos, Nigeria from May 21-23, 2014. The training will cover conceptual understanding of monitoring and evaluation, designing evaluations, qualitative and quantitative analysis methods, report writing, and designing monitoring and evaluation systems. Participants will learn about developing indicators, participatory approaches, and using information from evaluations. The training fee is 126,000 Naira per participant and can also be offered as in-house training. It will use lectures, case studies, discussions and workshops to provide applicable knowledge to participants.
This document provides information about a 3-day training course on monitoring and evaluating community projects taking place in Lagos, Nigeria from May 21-23, 2014. The training will cover conceptual understanding of monitoring and evaluation, designing evaluations, qualitative and quantitative analysis methods, report writing, and designing monitoring and evaluation systems. Participants will learn about developing indicators, participatory approaches, and using information from evaluations. The training fee is 126,000 Naira per participant and can also be offered as in-house training. It will use lectures, case studies, discussions and workshops to provide applicable knowledge to participants.
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This document discusses an extended technology acceptance model (TAM) to measure mobile learning adoption among teachers. The extended TAM incorporates additional constructs from other models including previous experience, perceived enjoyment, self-efficacy, subjective norm, and facilitating conditions. The relationships between these constructs and perceived usefulness, perceived ease of use, attitude, and behavioral intention are presented. The authors propose validating this extended TAM model through a study of primary education teachers in Castilla y León to analyze acceptance of mobile technologies. The document concludes that understanding teachers' attitudes is key to successfully guiding educational technology integration and that the extended TAM is an effective tool for evaluating adoption.
The document describes a program evaluation plan for the Program Evaluation Time-Out program in Hampton, Virginia. The plan will use a comprehensive program evaluation model and outline an evaluation framework. It will provide a timeline for critical evaluation tasks and explain how evaluation will support the program's sustainability. The evaluation results will be shared with stakeholders and the community. Strategies to create a culture of ongoing evaluation within the program will also be discussed.
The ICT-FLAG project aims to enhance ICT education through formative assessment, learning analytics, and gamification. The project will develop tools to provide automated feedback on student activities to improve learning. It will also apply learning analytics to monitor tool usage and student progress, and incorporate data from other sources. Additionally, gamification mechanisms will be used to increase student motivation and engagement. The goals are to design e-learning tools and services to support the learning process in ICT degrees. This will be done through developing formative assessment and analytics tools, integrating the three approaches, and evaluating the tools' impact on learning outcomes and student satisfaction in ICT courses.
Khulisa Director Jennifer Bisgard addressed participants at the NPO Leadership Imbizo in Johannesburg about the importance of M&E for non-profit organisations. She also took part in the concluding panel discussion. The Imbizo explored strategies for NPOs to achieve greater sustainability through attracting support and investment and strengthening the capacity of leaders.
Jean-Christophe Carteron: Metrics for "Next Generation" Office of SustainabilityISCN_Secretariat
This document discusses metrics for measuring sustainability in higher education institutions. It outlines the scope of responsibility for HEIs, including their role as educational institutions and their environmental, economic and social impacts. It presents examples of metrics used to measure performance in teaching & training, campus management, research, and community involvement. The document advocates developing a knowledge-based model and online test to assess students' minimum level of knowledge about sustainable development. It proposes using such a test to map literacy, evaluate curricula, and promote awareness among students and staff. Overall, the document argues for moving beyond discrete metrics to a more holistic approach of assessing impacts in addition to means used.
This document summarizes a systematic literature review on monitoring, awareness and reflection in blended learning. It begins with definitions of key terms and motivation for the review. The methodology section describes using a systematic review process. The results section outlines the main findings in 5 areas: learning contexts studied, research problems investigated, solutions provided, evaluation maturity, and open issues. Key findings include blended learning being interpreted differently, existing solutions mainly for teachers in universities, and open areas around stakeholders, data sources, and longer-term evaluations.
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27_06_2019 Wolfgang Greller, from University of Teacher Education (Viena), on...eMadrid network
This document discusses using learning analytics to support self-regulated learning (SRL). It defines learning analytics as using data from educational activities to identify learning patterns and provide information to improve learning. Learning analytics can support SRL by providing timely feedback to help learners monitor progress, adjust strategies, and reflect on performance. However, properly using learner data for SRL requires skills like data literacy, critical thinking, and ensuring ethical and responsible use of student information. Educators need competencies in areas such as data protection, privacy, and using social context to help learners apply analytics insights.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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2. Tech Supported
DISTRIBUTED
COLLABORATION
SOFTWARE-as-a-
SERVICE = SaaS
MOBILE APPs for
MOBILE
LEARNING
Tech Supported
HANDS-ON
•Doing, then
Learning
•Reflective
Learning
•Practice
under
uncertainty
• simulation
•Google docs
•Dropbox,
SugarSync
•Skype
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cheap, self-
maintaining
systems
•Consistency
across the
enterprise
•Webex
•E-Readers
•Useful on-
the-go
•Push-based
Mobile
Messaging
2
3. 3
Framework Characteristics SampleActivities Technologies
Supporting Sample
Activities
Context: World of value creation and
prediction
Validation of value propositions Google Docs, Moodle
Forums
Focus: exposing students to a
portfolio of techniques
Data collection, guided data
analysis
Google Maps, mobile
devices, Remote Desktop
Level of analysis: the entrepreneur,
her team and firm
Interview and work with
founders of EDC start-ups
Skype, GoToMeeting,
Moodle Forums
Primary Pedagogy: business
planning, observation, practice,
reflection, design
Financial models and forecasts Google Finance, Google
Docs (financial models)
Language: Do-learn-reflect Elaborate start-up, defend and
adjust
Market data aggregators,
Skype, Remote Desktop
Pedagogical Implication: Iterative
loops of prediction and action
Definition of minimum viable
product, business pivoting
All of the above
6. 6
The applicationAutodesk 3DS runs on one computer, shared
live among participants via Skype desktop sharing. Any
participant controls it remotely via LogMeIn.
10. ENTR 410: New Business Mgt
MGT 680: Entrepreneurial Strategy
MGT 390H: Interdisciplinary Design Studio
10
11. 11
ENTR-410
New Business
Venture
Focused on
students hoping to
launch a new
venture within 6
months
Students work
independently on
their ideas
Interactions with
entrepreneurs
limited to guest
speakers
MGT-680
Entrepreneurial
Strategy
Focused on MBA
students planning
to work for
established
companies
Students work in
groups
Students become
“interns” for start-
ups from the EDC
MGT-390H
Interdisciplinary
Design Studio
Final course of
program requiring
students to design
company
Students work in
groups of 3 to 5
Students interact
with C-level
executives from
local companies
15. ENTREPRENEURIAL
INTENTION
Theory of Planned Behavior (Azjen
1991)
Measuring EI within given period of
time (von Graevenitz, Harhoff, and
Weber 2010)
Mixed results of entrepreneurship
education on EI (see for example Gibb
2002; Kuratko 2005; Oosterbeek, van
Praag and Ijsselstein 2010; Souitaris,
Zerbinati, and Al-Laham 2007)
Differences in types of courses and EI
(Higgins 1997; Piperopoulos and
Dimov 2014)
RISKTAKING
Risk propensity and willingness to
take risks (see for example Busenitz
1999; Palich and Bagby 1995)
Positive risk attitudes and
entrepreneurship (Caliendo, Fossen
and Kritikos 2010; Shepherd and
Douglas 1997)
Desire for self-employment
positively related to risk taking which
increased after entrepreneurship
program (Sanchez 2011)
15
16. H1. Learner entrepreneurial
characteristics will positively impact their
attitudes toward entrepreneurial
intention.
H2. Learner entrepreneurial
characteristics will positively impact their
attitudes toward risk taking.
H3a. Learner entrepreneurial
characteristics will positively impact the
perceived usefulness of information and
communication technologies in
entrepreneurship courses.
H3b. Positive perceptions of technology
usefulness will positively impact the
relationship between learners’
entrepreneurial characteristics and risk
taking.
H1 = LC EI
H2 = LC RT
H3a = LC PU_ICT
H3b = LC PU_ICT RT
17. H4a. Learner entrepreneurial characteristics will
positively impact their perceptions regarding
experiential interactions (with the EDC) in an
entrepreneurship course.
H4b.The perceived usefulness of practical
experiences gained through exposure to the
EDC will positively impact the relationship
between learner entrepreneurial characteristics
and risk taking.
H5a. Learners’ perceptions of technology
usefulness will impact their entrepreneurial
intention.
H5b. Learner’s risk taking perceptions will
impact entrepreneurial intention.
H5c. Learners’ perceptions of experiential
interactions (with the EDC) will impact their
entrepreneurial intention.
H4a = LC PU_EDC
H4b = LC PU_EDC RT
H5a = PU_ICT EI
H5b = RT EI
H5c = PU_EDC EI
18. 18
• Longitudinal study polling students’ perceptions at beginning and end
of course
• Data from beginning of course used to explore student differences
between courses (N=69)
(Self-selection bias)
• Data from end of course used to analyze student perceptions of
experiential, technology-supported learning
Small sample size (N=47)
Used non-parametric tests (Kruskal-Wallis, MannWhitney) for
between course differences
Used SmartPLS to evaluate theoretical model
19. 19
ENTR-410 MGT-680 MGT-390H
Beginning of course survey 14 (56%) 22 (65%) 33 (77%)
End of course survey 11 (44%) 17 (50%) 19 (44%)
Total enrollment 25 34 43
20. 20
ENTR-410
• MR = 47.79
MGT-680
• MR = 40.70 MGT-390H
• MR = 25.77
Based on first survey at beginning of course
N = 69, K = 15.710, p = 0.000
21. 21
ENTR-410
• MR = 47.25
MGT-680
• MR = 35.80 MGT-390H
• MR = 29.27
Based on first survey at beginning of course
N = 69, K = 8.402, p = 0.015
22. 22
ENTR-410
• MR = 47.25
MGT-680
• MR = 35.80
MGT-390H
• MR = 29.27
Based on survey at end of course
N = 47, K = 8.068, p = 0.018
24. 24
Example:
My family and friends will support me if I chose
to be an entrepreneur:
Now
Six Months Ago
• Technology Use
• Subjective Norm
• RiskTaking
25. 25
• Tested withWilcoxon two-sample paired
signed rank test
• Only RiskTaking showed statistically
significant change
• (W = 103.5, z = 2.538, p = 0.011)
26. 26
Initial Model with Entrepreneurial Intention as Outcome based on survey data from
beginning of course
28. Model R2 = 0.538
AverageVariance Explained (AVE),
Composite Reliability (CR), and Cronbach’s
alpha values all above minimum
recommended values.
All paths in 2nd model significant except path
from Interactions with EDC toTaking Risks
28
30. 30
Hypothesis Outcome
H4a = LC PU_EDC Supported
H4b = LC PU_EDC RT Not Supported
H5a = PU_ICT EI Not Supported
H5b = RT EI Not Supported
H5c = PU_EDC EI Not Supported
31. 31
Supports and contextualizes previous inconsistent results of
Entrepreneurial Intention as outcome variable
Identifies risk taking as more salient measure of successful
entrepreneurship education
Learner’s entrepreneurial characteristics positively impact
perceptions of experiential learning opportunities
32. 32
Offers risk taking as a more meaningful evaluative measure
assessing efficacy of entrepreneurship course.
Offers deeper understanding of inconsistencies of
entrepreneurial intention as evaluative measure.
Highlights the importance of an integrated approach to
entrepreneurship education.
33. 33
Increase students’ risk propensity.
Incorporate topics such as risk aversion and
managing risk.
Draw on industry resources to provide relevant and
meaningful experiences
35. 35
From pilot to full study
Consider different experimental design models (e.g. pre-post
with control group)
Looking at additional variables (e.g. Creativity and Control)
Replicate at additional institutions
Looking for partners
37. From: Neck &
Greene (2011)
Entrepreneur world Process world Cognition world Method world
World of…
Heroes, myths, and
personality profiling
Planning and prediction Thinking and doing Value creation
Focus
Traits, nature versus
nurture
New venture creation
Decision-making to
engage in
entrepreneurial activity
Portfolio of techniques
to practice
entrepreneurship
Level of Analysis Entrepreneur Firm Entrepreneur and team
Entrepreneur, team and
firm
Primary Pedagogy
Business basics,
lecturers, exams,
assessment
Cases, business plans,
business modeling
Cases, simulations,
scripting
Serious games,
observation, practice,
reflection, co-curricular,
design
Language
Locus of control, risk
taking propensity,
tolerance for ambiguity
Hockey stick
projections, capital
markets, growth,
resource allocation,
performance
Expert scripts,
heuristics and decision
makings, schema,
mental models,
knowledge structures
Practice, self-
knowledge, fit, action,
do-learn, cocreation,
create opportunities,
expect and embrace
failure
Pedagogical
Implication
Description Prediction Decision Action
Process + Method
37
38. Shorter-term
(Fayolle, Gailly et al. 2006)
Longer-term
(Pittaway 2009)
Skills and knowledge—how well
students have understood concepts
Student interest
Student awareness (inventor,
entrepreneur, and/or intrapreneur?)
Entrepreneurial intention (i.e.
attitudes towards self-employment)
Attendance rates (physical, virtual)
Participation
Entrepreneurial behaviors, skills, and
attitudes
Empathy with the entrepreneurial life
Entrepreneurial values such as
independence and ownership
Motivation toward an entrepreneurial
career based on comparative benefits
Understanding the venture creation
process
Developing generic entrepreneurship
competencies how-to’s
Developing key business how-to’s
Networking and managing relationships
with key stakeholders
Source: adapted from Duval-Couetil (Duval-Couetil 2013)
38
39. Online and
Hybrid
Course
Personality
Traits &
Subjective
Norm
Entrepreneurial
Intention
Knowledge & Skills:
Learning outcomes
assessment
Attitudes: Initiative, risk
propensity, self-efficacy,
need for achievement
Experiences: Value of
exposure to
entrepreneurial
environments
• Morris et al, “A competency-based
perspective on entrepreneurship education.”
JSBM v51 i3
• Fretschner,Weber, “Measuring and
understanding the effects of entrepreneurial
awareness education.” JSBM v51 i3
39
PRE POSTTREATMENT
40. Action-orientation (method world)
Non-linear, complex systems
Portfolio of tools
Planning and prediction (process world)
Progression
Breaking-down complexity
▪ “Plans are worthless, but planning is everything”
Dwight D. Eisenhower, From A speech to the National Defense Executive Reserve Conference in
Washington, DC on Nov. 14, 1957
40
Editor's Notes
I added “consistency across the enterprise” because it is one of the reasons why companies subscribe to SaaS (with a multi-user or enterprise-wide license).