How to Accelerate Learning in Entrepreneurship Education through Explicit Feedback Strategies?

TY - CONF

T1 - How to Accelerate Learning in Entrepreneurship Education through Explicit Feedback Strategies?

AU - Færgemann, Helle Meibom

PY - 2016/5/13

Y1 - 2016/5/13

N2 - Most stakeholders in entrepreneurship education agree that it should lead to learning that is applicable in the real world. For this learning to take place entrepreneurship courses with a “through” entrepreneurship approach seems to be one of the better choices. This approach to entrepreneurship education calls for integrating experiential learning which again states the need for continual feedback. As an experienced entrepreneurship educator I have experienced that it is not easy to secure effective feedback in practice, even in a relatively ideal educational setting. Partly based on an empirical study of an actual entrepreneurship course with an approach to entrepreneurship as a method (as described by Sarasvathy & Venkataraman 2011), I would like to explore: How to accelerate learning in entrepreneurship education through explicit feedback strategies? Approach: This paper initially explores the conceptual relationship between: entrepreneurship as a method, “through” entrepreneurship education, experiential learning and feedback. Further Hattie & Timperley (2007)’s feedback model is related to entrepreneurship education. In the empirical part of the paper, an elective entrepreneurship course is researched with regards to the applied feedback scheme. The empirical study used qualitative methods, and the main data was generated by a focus group with students. Lastly the feedback model is applied and discussed as a potential framework for evaluating the effectiveness of applied feedback methods in entrepreneurship education. Results: Concerning the applied feedback methods in the actual course the need for more explicit criteria and guidelines is the main finding. This can potentially lower the need for very comprehensive written feedback messages from the educator. Whereas the value of peer feedback can be increased so that it adequately fulfil more purposes than motivation and feedback on the idea, primarily understanding of theoretical concepts related to the students’ entrepreneurial process. Also it is important to note that frequency of feedback is important. Some parts of the presented feedback model were very useful to develop an understanding of the effectiveness of the applied feedback scheme, but it also had some short-comings with regards to non-cognitive aspects of the learning process. Discussion/implications: Clearer criteria and guidelines seem able to increase the effectiveness of peer feedback and lower the need for time consuming written feedback from the educator. In order to systematically explore and develop feedback strategies in “through” entrepreneurship courses the model by Hattie & Timperley (2007) was tested out and found useful, but not sufficient. The definition of some of the elements needs to be broadened and/or supplemented with new elements. These elements should take into account affective learning, social learning and learning from experience in uncertain situations. Value/originality: Some recommendations with regards to effective and explicit feedback strategies are provided primarily relevant for “through” entrepreneurship courses. The potential of a much highlighted feedback model by Hattie & Timperley (2007) is explored in order to explore and develop feedback strategies in entrepreneurship education.

AB - Most stakeholders in entrepreneurship education agree that it should lead to learning that is applicable in the real world. For this learning to take place entrepreneurship courses with a “through” entrepreneurship approach seems to be one of the better choices. This approach to entrepreneurship education calls for integrating experiential learning which again states the need for continual feedback. As an experienced entrepreneurship educator I have experienced that it is not easy to secure effective feedback in practice, even in a relatively ideal educational setting. Partly based on an empirical study of an actual entrepreneurship course with an approach to entrepreneurship as a method (as described by Sarasvathy & Venkataraman 2011), I would like to explore: How to accelerate learning in entrepreneurship education through explicit feedback strategies? Approach: This paper initially explores the conceptual relationship between: entrepreneurship as a method, “through” entrepreneurship education, experiential learning and feedback. Further Hattie & Timperley (2007)’s feedback model is related to entrepreneurship education. In the empirical part of the paper, an elective entrepreneurship course is researched with regards to the applied feedback scheme. The empirical study used qualitative methods, and the main data was generated by a focus group with students. Lastly the feedback model is applied and discussed as a potential framework for evaluating the effectiveness of applied feedback methods in entrepreneurship education. Results: Concerning the applied feedback methods in the actual course the need for more explicit criteria and guidelines is the main finding. This can potentially lower the need for very comprehensive written feedback messages from the educator. Whereas the value of peer feedback can be increased so that it adequately fulfil more purposes than motivation and feedback on the idea, primarily understanding of theoretical concepts related to the students’ entrepreneurial process. Also it is important to note that frequency of feedback is important. Some parts of the presented feedback model were very useful to develop an understanding of the effectiveness of the applied feedback scheme, but it also had some short-comings with regards to non-cognitive aspects of the learning process. Discussion/implications: Clearer criteria and guidelines seem able to increase the effectiveness of peer feedback and lower the need for time consuming written feedback from the educator. In order to systematically explore and develop feedback strategies in “through” entrepreneurship courses the model by Hattie & Timperley (2007) was tested out and found useful, but not sufficient. The definition of some of the elements needs to be broadened and/or supplemented with new elements. These elements should take into account affective learning, social learning and learning from experience in uncertain situations. Value/originality: Some recommendations with regards to effective and explicit feedback strategies are provided primarily relevant for “through” entrepreneurship courses. The potential of a much highlighted feedback model by Hattie & Timperley (2007) is explored in order to explore and develop feedback strategies in entrepreneurship education.

KW - Entreprenørskabsundervisning

KW - Feedback

KW - Kriteriebaseret

M3 - Paper

T2 - 3E Conference - ECSB Entrepreneurship Education Conference Leeds 2016

Y2 - 11 May 2016 through 13 May 2016

ER -