Details
| Original language | English |
|---|---|
| Article number | 100685 |
| Journal | International Journal of Management Education |
| Volume | 20 |
| Issue number | 3 |
| Early online date | 2 Jul 2022 |
| Publication status | Published - Nov 2022 |
Abstract
The study presented here investigates the question of how entrepreneurship education can be embedded into academic courses of life science students, to provide basic economic competencies. From the perspective of business education, a pragmatic approach has been taken within the framework of an interventional study. This approach combines entrepreneurship education with a problem-based learning approach and the case study method. Using a framework based upon knowledge, skills and attitudes, the students' acquisition of competencies has been evaluated. For this purpose, a longitudinal study with two cohorts (n = 23) was conducted in 2018 and 2019, which included a knowledge test and a self-assessment. The test instrument was based on two validated tests, namely the ‘Test of Economic Literacy’ and ‘Questions on Economic Knowledge’. In addition, qualitative reflective essays were carried out to examine the development of student's skills and attitudes. Although the knowledge test did not show any increase in students' knowledge of economics, the results of the self-assessment and the reflective essays at least indicate a positive impact of the learning environment on students' skills and attitudes. Consequently, the teaching design considered in this study may also be relevant to other studies of embedded entrepreneurship in academic courses.
Keywords
- Case study method, Economic literacy, Employability, Entrepreneurship education, Higher education, Life sciences, Problem-based learning
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Business, Management and Accounting(all)
- Strategy and Management
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In: International Journal of Management Education, Vol. 20, No. 3, 100685, 11.2022.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Teaching entrepreneurship to life-science students through Problem Based Learning
AU - Fassbender, Uwe
AU - Papenbrock, Jutta
AU - Pilz, Matthias
N1 - Funding Information: This work was supported by the ‚ Stifterverband für die Deutsche Wissenschaft e.V.‘ . Funding Information: This work was supported by the ‚Stifterverband für die Deutsche Wissenschaft e.V.‘.
PY - 2022/11
Y1 - 2022/11
N2 - The study presented here investigates the question of how entrepreneurship education can be embedded into academic courses of life science students, to provide basic economic competencies. From the perspective of business education, a pragmatic approach has been taken within the framework of an interventional study. This approach combines entrepreneurship education with a problem-based learning approach and the case study method. Using a framework based upon knowledge, skills and attitudes, the students' acquisition of competencies has been evaluated. For this purpose, a longitudinal study with two cohorts (n = 23) was conducted in 2018 and 2019, which included a knowledge test and a self-assessment. The test instrument was based on two validated tests, namely the ‘Test of Economic Literacy’ and ‘Questions on Economic Knowledge’. In addition, qualitative reflective essays were carried out to examine the development of student's skills and attitudes. Although the knowledge test did not show any increase in students' knowledge of economics, the results of the self-assessment and the reflective essays at least indicate a positive impact of the learning environment on students' skills and attitudes. Consequently, the teaching design considered in this study may also be relevant to other studies of embedded entrepreneurship in academic courses.
AB - The study presented here investigates the question of how entrepreneurship education can be embedded into academic courses of life science students, to provide basic economic competencies. From the perspective of business education, a pragmatic approach has been taken within the framework of an interventional study. This approach combines entrepreneurship education with a problem-based learning approach and the case study method. Using a framework based upon knowledge, skills and attitudes, the students' acquisition of competencies has been evaluated. For this purpose, a longitudinal study with two cohorts (n = 23) was conducted in 2018 and 2019, which included a knowledge test and a self-assessment. The test instrument was based on two validated tests, namely the ‘Test of Economic Literacy’ and ‘Questions on Economic Knowledge’. In addition, qualitative reflective essays were carried out to examine the development of student's skills and attitudes. Although the knowledge test did not show any increase in students' knowledge of economics, the results of the self-assessment and the reflective essays at least indicate a positive impact of the learning environment on students' skills and attitudes. Consequently, the teaching design considered in this study may also be relevant to other studies of embedded entrepreneurship in academic courses.
KW - Case study method
KW - Economic literacy
KW - Employability
KW - Entrepreneurship education
KW - Higher education
KW - Life sciences
KW - Problem-based learning
UR - http://www.scopus.com/inward/record.url?scp=85133317022&partnerID=8YFLogxK
U2 - 10.1016/j.ijme.2022.100685
DO - 10.1016/j.ijme.2022.100685
M3 - Article
AN - SCOPUS:85133317022
VL - 20
JO - International Journal of Management Education
JF - International Journal of Management Education
SN - 1472-8117
IS - 3
M1 - 100685
ER -