Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students. Issue 1 (31st December 2022)

• Record Type: Journal Article
• Authors: Abd Rahim, Noorlizawati; Mohamed, Zainai; Tasir, Zaidatun; Shariff, Sya Azmeela
• Is Part Of: Higher education pedagogies. Volume 7:Issue 1(2022)
• Page Start: 130
• Page End: 145
• Publication Date: 2022-12-31
• Subjects: non-business students -- opportunity recognition -- self-efficacy -- teaching about entrepreneurship -- teaching through entrepreneurship; Education, Higher -- Aims and objectives -- Periodicals; College teaching -- Philosophy -- Periodicals; College teachers -- Professional ethics -- Periodicals; 378.001
• DOI: 10.1080/23752696.2022.2109500
• Languages: English
• ISSNs: 2375-2696

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.