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Building Steam as a Means of Fostering Student Engagement

Dr Brownhilder Neneh - 2017
by

Marissa Grobbelaar

on 31 May 2017

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Transcript of Building Steam as a Means of Fostering Student Engagement

Building Steam as a Means of Fostering Student Engagement in Entrepreneurship Education
A Social Constructivist Approach
Employability
The course
enhanced students intention
to start a business, which is one of the goals of entrepreneurship as students can become self-employed or hybrid entrepreneurs.
Preparing students for future learning and job performance improvement
Students were empowered with a
learning by thinking approach
through writing a reflection. This is important as reflection is necessary for postgraduate studies and also vital in improving job performance for those who decide to go directly into the work environment.
Contribution to entrepreneurship education
What challenges remain and what is possibly the future/way forward for ME and MY STUDENTS?

By Brownhilder Neneh
Teaching and learning framework
My endeavour is to realise my social constructivist beliefs through fostering of active learning processes, engagement and motivation that grounds entrepreneurial theory and practice in a meaningful way via real-world applications and entrepreneurial experiences in the student’s social environment.
Students are accorded the opportunity to build, organise and construct their own knowledge following what they have learnt by developing an elevator business idea pitch
Students improve their cognitive growth through the application of entrepreneurship theory in evaluating an entrepreneur in their environment
Social knowledge is vital for innovation in today’s knowledge economy, and students learn to develop social knowledge via collaboration with peers in developing an entrepreneurial idea presented in the form of group assignments
1
2
3
Student Feedback
Entrepreneurship Steam Kettle
To achieve this, my teaching pedagogy is:
To achieve the intended pedagogic outcomes, the Regulatory focus theory is used as the basis for fostering student engagement.
Teaching Philosophy
My teaching philosophy is based on the social constructivist learning theory
(
students are active participants in the learning process
)
The primary goal of the course is to equip students with Practical skills and knowledge on starting and running a business (otherwise known as “for enterprise skills”)
The most pronounced cognitive levels of Bloom's taxonomy used are:
Student engagement is based specifically on the promotion-focused motivational disposition.
Students are motivated by the desire to seek gains, opportunities, and new achievements using…
Application:
Synthesis:
Students apply entrepreneurship concepts to real-life entrepreneurs and write a reflection on a real-life entrepreneur
Students develop a business idea that solves a pertinent problem, design the associated business model and present the idea to an investor in an elevator pitch
What is my TL context?
Entrepreneurship is being taught at the
2 & 3-year level

depending on the degree program each student is enrolled in.


What did I do and why?
New aspects introduced to the course
Ultimately, students worked in the same groups and created a
video
of an
innovative business idea
following a criteria that covered all key concepts thought in the course. This group assignment is submitted as the last project of the course
I sent students to go and
interview an entrepreneur
- to gain hands-on learning experience and see how the theories they have learnt apply to entrepreneurs in their
social context
I asked students to develop an
elevator business idea pitch
- construct knowledge/ create a business that they can generate income and create jobs
This increases their
decision

making
skill,
problem solving
skills and
opportunity identification
skills
I include
videos
and
real-life practical examples
on their class slides-helps to stimulate
active participation
and increase their
knowledge
on entrepreneurship practice in their environment
I provided students with a video of a
local entrepreneur
who talked about her entrepreneurial journey and gave students an assignment to listen to the entrepreneur and write a
one page reflection
that lends the entrepreneurs story with the course content.
I asked student to form a
group
consisting of 3 to 6 members and
develop a product prototype
This increased their
collaboration
and te
am work
skills which are vital for future employability
This fosters
creativity
and
innovation
, and practical application knowledge
Engagement in this last assignment was high as students where motivated by the fact that the
top 10 ideas
will be submitted to the
Enterprise Development Program (EDP)
for the students to get further training on developing the idea into a new business.
Guest Speaker Reports
Student videos
Students & the Entrepreneur
Quantitative study- questionnaire
Value/significance of my contribution/findings for theory and practice in MY DISCIPLINE?
Student’s gained knowledge on
running a business
and o
perating within a corporate entrepreneurship structure
. This prepares them for employment in both small
and big businesses.
Students learned team work, collaboration, creativity and innovation, problem solving and decision making
skills which are vital for their future employability
As such, by showing here that the use of
social constructivist learning theory
in entrepreneurship education can
significantly enhance students intentions
and attitudes towards entrepreneurship, makes a viable contribution to the field of entrepreneurship
Different entrepreneurship education programs have produced
mixed findings
regarding their impact, which can be attributed to the fact that they vary widely in design and delivery methods, leaving policymakers with little guidance on which programs to support.
Cognitive growth challenges
Big classes
- lengthens the period for providing feedback to students, minimizes the possibilities of engaging students more in class activities
Challenges
associated with social knowledge development
The challenge of
inclusive participation
as all students in class can not make their contributions within the allocated time period

Some students find it difficult finding
group members
Challenges
associated with
constructing own knowledge
Unable to introduce
peer evaluation
of student’s business ideas due to the big size of the class, thus limiting the much needed peer-to-peer interaction among students.
Thank You
This increases their chance to find work in an enterprise or start their own business
Entrepreneurship
is intended for people that are
either interested in starting a business, working for
an entrepreneurial company or working with
entrepreneurial firms as an investor or advisor.
The class is big as I have over
484 students enrolled
for this module
A
paired sample T-test
was conducted to determine if students who participated in the entrepreneurship course had a significantly different
level of entrepreneurial intentions after the course
when compared to their
intentions before
taking the entrepreneurship course.
The results show that
before starting the entrepreneurship course,
students had a
high intention
to start their own business someday (mean = 4.49) as well as the intention to develop a new product or services in future (4.39). This suggests that the need to start a business might have motivated most of the students to take the entrepreneurship course. Also, the results showed that the
entrepreneurial intentions of the students after the course
was
significantly higher
than their intentions before the course both for starting a new business and for developing a new product or services. This emphasises the role of entrepreneurship education in fostering entrepreneurial intentions.
Pre and Post Course Entrepreneurial Intentions
Differences in entrepreneurial intentions for the experimental and control groups
In order to evaluate if the
entrepreneurship course had a significant impact on the entrepreneurial intentions
of the students who attended the course, the students were compared with a control group of other students that have not taken an entrepreneurship course (i.e a quasi-experimental design).
Using an
independent sample T-test
, it was observed that
students who attended the entrepreneurship course
had a
significantly higher level of entrepreneurial intentions
compared to the students who had not taken the course. This suggests that the entrepreneurship course was a valuable tool for improving student’s entrepreneurial intentions.
The
quasi-experimental design
also allowed for the
comparison
of
entrepreneurial attitudes
between the two groups of students to determine if the entrepreneurship course improved student’s entrepreneurial attitudes.
The results of the independent T-test showed that for all the three evaluated entrepreneurial attitudes (i.e. affective, behavioural, and cognitive) the
students who
attended
the entrepreneurship course
performed higher
than the students who had not attended the course
. As such, it can be concluded that the entrepreneurship course played a significant role in improving student’s entrepreneurial attitudes.
Entrepreneurship Education and Entrepreneurial attitudes
Full transcript