Feedback and Assessment in Higher-Education, Practice-Based Entrepreneurship Courses: How Can We Build Legitimacy?
Status
Faculty
School
School of Economics and Business Administration
Department
Management and Entrepreneurship
Document Type
Article
Publication Date
2018
Publication / Conference / Sponsorship
Industry and Higher Education
Description/Abstract
When educators teach entrepreneurship experientially in higher education, a need arises for different procedures for assessment, evaluation and feedback, and the legitimacy of this type of course is often questioned. In traditional courses, students accumulate knowledge and the educator’s primary concern is what students learn. When learning ‘through’ practising entrepreneurship, students and educators must also care about how students learn. While research brought awareness to this area of concern more than a decade ago, feedback and assessment in entrepreneurship education have received very limited attention. This article addresses these issues both theoretically and empirically. The findings allow the authors to map out the feedback mechanisms needed in experimental entrepreneurship education and to provide an embedded two-by-two model that describes the purpose and outcome of the feedback. The findings also suggest an approach for design and assessment that may help resolve the pedagogical and legitimacy challenges of such courses. These contributions are directly relevant for students, educators and administrators involved with entrepreneurship courses, and they may be applicable to a wider range of process-based courses.
Keywords
Assessment, course design, entrepreneurial learning, experiential learning, feedback, legitimacy
Scholarly
yes
Peer Reviewed
1
DOI
10.1177/0950422217750795
Volume
32
Issue
1
First Page
23
Last Page
32
Disciplines
Business | Business Administration, Management, and Operations | Economics | Entrepreneurial and Small Business Operations
Original Citation
Warhuus, J.P., Blenker, P., & Trolle Elmholdt, S. (2018). Feedback and assessment in higher-education, practice-based entrepreneurship courses: How can we build legitimacy? Industry and Higher Education, 32(1), 23-32. doi: 10.1177/0950422217750795
Repository Citation
Warhuus, Jan; Blenker, Per; and Elmholdt, Stine Trolle. Feedback and Assessment in Higher-Education, Practice-Based Entrepreneurship Courses: How Can We Build Legitimacy? (2018). Industry and Higher Education. 32 (1), 23-32. 10.1177/0950422217750795 [article]. https://digitalcommons.stmarys-ca.edu/school-economics-business-faculty-works/355
