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As the world faces a paradigm shift driven by the growth of information technologies and knowledge, educators will need to recognise the impact of that change on entrepreneurship learning (Luczkiw, 2008). In Brazil the research on alternative methodologies for entrepreneurship education which should be utilised under this new environmental context...
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Context 1
... the work teams were also encouraged to develop secondary (optional) products that could be made from the same raw materials which were assigned to them. Table 2 presents a list of the raw materials used, as well as their derived core and secondary product categories. Since raw materials and final products were already determined by the coordinator professor, all work teams had on their hands a technological challenge: to make feasible the production process. ...
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Citations
... Students should be allowed to carry out their workplace trainings with Non-Governmental Organisations (NGOs) that specialise in solving social and environmental problems for better empowerment for decent work (ILO, 2010). The study of Tete, Limongi, de Almeida and Borges (2014) established that experiential learning strategy enhanced entrepreneurial skills acquisitions of the Brazilian university students. Tete, et al (2014) and The United Nations High-Level Political Forum (2019) posited that experiential pedagogies have the potentials to develop both the cognitive, psychomotor and attitudinal competences in the learners unlike the traditional instructional strategies that mainly result in the reproduction of contents. ...
... The study of Tete, Limongi, de Almeida and Borges (2014) established that experiential learning strategy enhanced entrepreneurial skills acquisitions of the Brazilian university students. Tete, et al (2014) and The United Nations High-Level Political Forum (2019) posited that experiential pedagogies have the potentials to develop both the cognitive, psychomotor and attitudinal competences in the learners unlike the traditional instructional strategies that mainly result in the reproduction of contents. Besides the use of projectbased methods, other experiential approaches to developing entrepreneurial competences in learners and empower them for decent work include virtual and real business creations, business plans competition and visits to industries to interview renowned entrepreneurs in the society (Tete, et al, 2014). ...
... Tete, et al (2014) and The United Nations High-Level Political Forum (2019) posited that experiential pedagogies have the potentials to develop both the cognitive, psychomotor and attitudinal competences in the learners unlike the traditional instructional strategies that mainly result in the reproduction of contents. Besides the use of projectbased methods, other experiential approaches to developing entrepreneurial competences in learners and empower them for decent work include virtual and real business creations, business plans competition and visits to industries to interview renowned entrepreneurs in the society (Tete, et al, 2014). ...
... The trend in the twenty-first century pattern of education that can achieve the SDGs is to expand entrepreneurial programmes in the universities through active-learning instructional methods and innovative curriculum content. Some of the instructional approaches for entrepreneurship courses at the tertiary institution level include interaction with entrepreneurs, real or virtual business creations, business plan competitions, the use of games, computer simulations, behavioural simulations, environmental scans, 'live' cases, field trips, the use of videos and films, etc. (Tete, et al, 2014). Experiential pedagogies bring about transformation of experience into knowledge because it affords learners to gather experiences from real-life routines outside the classroom environment (Tete, et al, 2014). ...
... Some of the instructional approaches for entrepreneurship courses at the tertiary institution level include interaction with entrepreneurs, real or virtual business creations, business plan competitions, the use of games, computer simulations, behavioural simulations, environmental scans, 'live' cases, field trips, the use of videos and films, etc. (Tete, et al, 2014). Experiential pedagogies bring about transformation of experience into knowledge because it affords learners to gather experiences from real-life routines outside the classroom environment (Tete, et al, 2014). Howard (2018) argued that experiential pedagogies have the potentials of fulfilling the purpose of education, which is solving the social, economic as well as the environmental ills. ...
The social, economic, and environmental threats, which necessitated the pursuit of achieving the sustainable development goals (SDGs, 2030) were aggravated by the COVID-19 pandemic. The aftermaths of the pandemic revealed the need for sustainability in educational curriculum, especially in a skill-based discipline such as Business Education programme. The COVID-19 pandemic rendered a lot of youth, graduate and adult employees and employers unemployed and miserable since the skills they possess as well as the pattern of business most people run could not stand the test of the pandemic. It is therefore necessary to empower Business Education students who should be productive employees and employers of labour tomorrow with skills and competences that can bring about personal and societal sustainability. The various literature reviewed attested to the fact that Business Education curriculum lacks relevant content and pedagogical strategies for sustainability in the post COVID-19 era. Therefore, the study developed a conceptual framework for empowering Business Education students towards sustainability in post COVID-19 era in Nigeria. Some of the proposed pedagogical strategies for students’ empowerment for sustainability are effective collaboration between institutions and Non-Governmental organisations (NGOs), the practice of education for sustainable development (ESD), capacity building workshops and seminars for both teachers and students, and engagement in social entrepreneurial activities. Other strategies include involvement of students in green entrepreneurship, empowerment of students in digital technologies, curriculum revitalization as well as active participation of the government and other stakeholders to provide the financial, material, and expertise support for effective implementation process.
... Another modality of activities was the creation of products by students, either by participating in the development, production and sale of their own products (Lekang et al., 2016;Mehta et al., 2016;Nakagawa et al., 2017;Tete et al., 2014), or developing products to add value to the university (Bell, 2019). ...
... After analyzing the benefits that the 33 studies found applying experiential learning in entrepreneurship education, we classified them in four categories that relate to 16 benefits (Table 3). The opportunity for students to experience entrepreneurship resulted in two benefits: the development of knowledge and understanding of entrepreneurship Bell, 2016a, 2016b;Kwong et al., 2012); and the "demystification" of the process for creating an enterprise (Bell & Bell, 2016b;Tete et al., 2014). ...
... Corroborating the benefit mentioned above, another benefit that stands out for the opportunity that the experiential activities gave to experience entrepreneurship is the "demystification" of the process for creating an enterprise. The studies by Bell and Bell (2016b) and Tete et al. (2014) showed that the activities provided a greater understanding of the reality faced by entrepreneurs, thus, students were able to have a more realistic view of the process of creating and developing a business. ...
The debate on how to teach entrepreneurship effectively, motivating students to be entrepreneurs and assisting them in the development of entrepreneurial skills and competences, has come into evidence. With this in mind, experiential learning comes into prominence in the teaching of entrepreneurship, being considered a pedagogical approach in which students learn by doing. Therefore, the objective of this work was to carry out a systematic literature review on the application and evaluation of experiential learning in entrepreneurship education. The literature - published in journals from different subject areas and mainly concentrated in Europe - has been classified and coded, resulting in a structure of what has been done so far, with recommendations to guide future research. It is concluded that experiential learning has been recently used as an approach for entrepreneurial education as it contributes to a positive impact on entrepreneurial intention and to the development of entrepreneurial skills and competences. Different activities result in distinct benefits for the teaching-learning process in entrepreneurship, but also demand challenges to be faced. Implications to practice were thus provided.
... Lately, much of the current body of knowledge in experiential learning is derived from Kolb & Kolb's (2012) work from the vast experiences of Dewey, Piaget and Jung among others. Studies related to Language learning approaches have extensively been researched and possible suggestions are made to guide English Language teachers (Muscat & Mollicone, 2012;Chermahini & Talab, 2013;Tete et al., 2014;Boggu, 2019;Schnapp, 2020). ...
The study sought to identify teaching practices used in the teaching of English Language in selected junior high schools in correlation with their Mock Examination performance in Sekyere Central District. The study adopted quantitative research design with a sample of 300 respondents. The study found that teachers adopted teacher-centered approaches which did not take into consideration individual learning needs and abilities. The study identified that teachers' approach to teaching English Language was not engaging enough and that have led to poor performance in their Mock examination results. Aside the limitations associated with teacher-centred approach, inadequate instructional material, headteachers' negligence in their supervision, and poor rapport between pupils and teachers adversely affected pupils' academic achievement. The study recommends teachers to introduce more activities to engage pupils in group work, learner-centered, individual and group presentation of projects by pupils.
... Likewise, students of natural sciences and technical universities that may patent their innovations should be obliged to take a course related to innovation and entrepreneurship in order to gain information on how they can commercialise their product. Moreover, use of an experiential entrepreneurship teaching strategy would also be beneficial; Tete et al. (2014) have found that an experiential entrepreneurship teaching strategy developed in a Brazilian university helped students to become future entrepreneurs and to develop some entrepreneurial skills. The existing education system is still too rigid; even though that some steps forward have already been made by the aforementioned institutions and programs, we need pedagogical practices that are more practically oriented toward entrepreneurship (hands-on approaches). ...
... Likewise, students of natural sciences and technical universities that may patent their innovations should be obliged to take a course related to innovation and entrepreneurship in order to gain information on how they can commercialise their product. Moreover, use of an experiential entrepreneurship teaching strategy would also be beneficial; Tete et al. (2014) have found that an experiential entrepreneurship teaching strategy developed in a Brazilian university helped students to become future entrepreneurs and to develop some entrepreneurial skills. The existing education system is still too rigid; even though that some steps forward have already been made by the aforementioned institutions and programs, we need pedagogical practices that are more practically oriented toward entrepreneurship (hands-on approaches). ...
... The outcomes of the study revealed that the direct or face to face learning environment produced better results compared to the virtual learning environment merely because of the experiential learning techniques used. Likewise, (Tete, Limongi, Almeida, & Borges, 2014)Were on the lookout for an effective teaching strategy to develop entrepreneurship skills. The model was applied on Brazilian undergraduate students who were enrolled on a business administration course. ...
This paper seeks to examine the effectiveness of the experiential learning theory by David Kolb in enhancing language learning strategies in an EFL context. Kolb’s four-stage model enables the learner to learn by experiencing, reflecting, conceptualizing and experimenting. The experimental group were selected through purposive sampling technique and comprised of 60, Undergraduate students registered for a Business programme. A series of tasks were designed to facilitate the development of skills at each stage of the cycle. A pre and post strategy evaluation was done using the SILL (Strategy Inventory for Language Learning) devised by Rebecca Oxford (1990).In addition to the SILL, data were collected through semi-structured interviews and students reflections through reflective learning journals. Findings revealed that there was an extremely significant difference between the pre and post SILL survey results after the period of intervention. It resulted in a rise in strategy use from medium to high. Implications for further research into innovative pedagogical approach that would develop high strategy users are discussed.
Entrepreneurship education (EE) has been incorporated into middle-level colleges and
higher education curricula in Kenya in an attempt to inculcate entrepreneurial skills in
students. Consequently, the diploma course in Food and Beverage (F & B) curriculum
offered in public Technical and Vocational Colleges (TVCs) in Kenya incorporates a
module on EE intended to equip students with entrepreneurial skills. However, there
is limited empirical knowledge on the relationship between EE and the level of
acquisition of entrepreneurial skills. Therefore, this study examined the influence of
EE instructional elements on entrepreneurial skill acquisition among F & B students.
The specific objectives of the study include the influence of content; learning
activities; learning resources and evaluation methods on the level of entrepreneurial
skill acquisition among F & B students and the moderating effect of students’ sociodemographic factors on the relationship between EE instructional elements and the
level of entrepreneurial skills acquisition. The study also explored the perceptions of
curriculum experts and EE trainers on the role of EE instructional elements in the
acquisition of entrepreneurial skills among students. The study was guided by the
teaching model of EE and DeKeyser’s skill acquisition theory. The study was
informed by a pragmatic paradigm that supported the use of both descriptive and
convergent research designs. A sample of 132 students was selected from a
population of 199 students using simple random sampling methods. Besides, 5 EE
trainers from the TVCs and 1 curriculum expert from the Kenya Institute of
Curriculum Development (KICD) and another from the Curriculum Development,
Assessment and Certification Council (CDACC) were purposively selected.
Questionnaires were administered to students and interviews were conducted with the
trainers and the experts. The questionnaires were analyzed using multiple regression
and Hayes Macro ‘Process’ Model 1 while the interviews were analyzed using content
analysis. The study revealed that learning resources (B=.194, p=.039); and the
evaluation methods (B=.282, p=.002) significantly influenced the level of
entrepreneurial skill acquisition as opposed to the content (B= .094, P=.257), and the
learning techniques (B= -.116, P=.190). Students’ gender (ΔR2= .0068, P=.3003) and
family entrepreneurial background (ΔR2= .0204, P=.0702) did not significantly
moderate the relationship between EE instructional elements and the level of
entrepreneurial skill acquisition. However, past entrepreneurial experience (ΔR2=
.0294, P=.0294) was found to be a significant moderator. The results imply that
learning resources and evaluation methods positively influence the acquisition of
entrepreneurial skills, with the moderation of students’ past entrepreneurial
experience. Qualitative findings revealed that EE's content, learning techniques, and
evaluation methods are mainly theoretical, leading to the acquisition of low-level
entrepreneurial skills, a challenge attributed to the limited learning resources. This
study concluded that TVCs offer theoretical EE that imparts entrepreneurial
knowledge to students at the expense of entrepreneurial skills. The findings provide a
framework that can be used to analyze EE and for acquisition of entrepreneurial skills
in the Kenyan TVET context. The study recommends to EE trainers and CDACC to
implement the practical-based approach of EE that aims at cultivating proficient
entrepreneurial skills among students. Besides, TVCs should mobilize resources such
as qualified trainers, equipped laboratories, ICT and reference materials to sustain the
implementation of practical-based learning of EE.
Entrepreneurship education (EE) has been incorporated into middle-level colleges and
higher education curricula in Kenya in an attempt to inculcate entrepreneurial skills in
students. Consequently, the diploma course in Food and Beverage (F & B) curriculum
offered in public Technical and Vocational Colleges (TVCs) in Kenya incorporates a
module on EE intended to equip students with entrepreneurial skills. However, there
is limited empirical knowledge on the relationship between EE and the level of
acquisition of entrepreneurial skills. Therefore, this study examined the influence of
EE instructional elements on entrepreneurial skill acquisition among F & B students.
The specific objectives of the study include the influence of content; learning
activities; learning resources and evaluation methods on the level of entrepreneurial
skill acquisition among F & B students and the moderating effect of students’ sociodemographic factors on the relationship between EE instructional elements and the
level of entrepreneurial skills acquisition. The study also explored the perceptions of
curriculum experts and EE trainers on the role of EE instructional elements in the
acquisition of entrepreneurial skills among students. The study was guided by the
teaching model of EE and DeKeyser’s skill acquisition theory. The study was
informed by a pragmatic paradigm that supported the use of both descriptive and
convergent research designs. A sample of 132 students was selected from a
population of 199 students using simple random sampling methods. Besides, 5 EE
trainers from the TVCs and 1 curriculum expert from the Kenya Institute of
Curriculum Development (KICD) and another from the Curriculum Development,
Assessment and Certification Council (CDACC) were purposively selected.
Questionnaires were administered to students and interviews were conducted with the
trainers and the experts. The questionnaires were analyzed using multiple regression
and Hayes Macro ‘Process’ Model 1 while the interviews were analyzed using content
analysis. The study revealed that learning resources (B=.194, p=.039); and the
evaluation methods (B=.282, p=.002) significantly influenced the level of
entrepreneurial skill acquisition as opposed to the content (B= .094, P=.257), and the
learning techniques (B= -.116, P=.190). Students’ gender (ΔR2= .0068, P=.3003) and
family entrepreneurial background (ΔR2= .0204, P=.0702) did not significantly
moderate the relationship between EE instructional elements and the level of
entrepreneurial skill acquisition. However, past entrepreneurial experience (ΔR2=
.0294, P=.0294) was found to be a significant moderator. The results imply that
learning resources and evaluation methods positively influence the acquisition of
entrepreneurial skills, with the moderation of students’ past entrepreneurial
experience. Qualitative findings revealed that EE's content, learning techniques, and
evaluation methods are mainly theoretical, leading to the acquisition of low-level
entrepreneurial skills, a challenge attributed to the limited learning resources. This
study concluded that TVCs offer theoretical EE that imparts entrepreneurial
knowledge to students at the expense of entrepreneurial skills. The findings provide a
framework that can be used to analyze EE and for acquisition of entrepreneurial skills
in the Kenyan TVET context. The study recommends to EE trainers and CDACC to
implement the practical-based approach of EE that aims at cultivating proficient
entrepreneurial skills among students. Besides, TVCs should mobilize resources such
as qualified trainers, equipped laboratories, ICT and reference materials to sustain the
implementation of practical-based learning of EE.
Entrepreneurship education (EE) has been incorporated into middle-level colleges and
higher education curricula in Kenya in an attempt to inculcate entrepreneurial skills in
students. Consequently, the diploma course in Food and Beverage (F & B) curriculum
offered in public Technical and Vocational Colleges (TVCs) in Kenya incorporates a
module on EE intended to equip students with entrepreneurial skills. However, there
is limited empirical knowledge on the relationship between EE and the level of
acquisition of entrepreneurial skills. Therefore, this study examined the influence of
EE instructional elements on entrepreneurial skill acquisition among F & B students.
The specific objectives of the study include the influence of content; learning
activities; learning resources and evaluation methods on the level of entrepreneurial
skill acquisition among F & B students and the moderating effect of students’ sociodemographic factors on the relationship between EE instructional elements and the
level of entrepreneurial skills acquisition. The study also explored the perceptions of
curriculum experts and EE trainers on the role of EE instructional elements in the
acquisition of entrepreneurial skills among students. The study was guided by the
teaching model of EE and DeKeyser’s skill acquisition theory. The study was
informed by a pragmatic paradigm that supported the use of both descriptive and
convergent research designs. A sample of 132 students was selected from a
population of 199 students using simple random sampling methods. Besides, 5 EE
trainers from the TVCs and 1 curriculum expert from the Kenya Institute of
Curriculum Development (KICD) and another from the Curriculum Development,
Assessment and Certification Council (CDACC) were purposively selected.
Questionnaires were administered to students and interviews were conducted with the
trainers and the experts. The questionnaires were analyzed using multiple regression
and Hayes Macro ‘Process’ Model 1 while the interviews were analyzed using content
analysis. The study revealed that learning resources (B=.194, p=.039); and the
evaluation methods (B=.282, p=.002) significantly influenced the level of
entrepreneurial skill acquisition as opposed to the content (B= .094, P=.257), and the
learning techniques (B= -.116, P=.190). Students’ gender (ΔR2= .0068, P=.3003) and
family entrepreneurial background (ΔR2= .0204, P=.0702) did not significantly
moderate the relationship between EE instructional elements and the level of
entrepreneurial skill acquisition. However, past entrepreneurial experience (ΔR2=
.0294, P=.0294) was found to be a significant moderator. The results imply that
learning resources and evaluation methods positively influence the acquisition of
entrepreneurial skills, with the moderation of students’ past entrepreneurial
experience. Qualitative findings revealed that EE's content, learning techniques, and
evaluation methods are mainly theoretical, leading to the acquisition of low-level
entrepreneurial skills, a challenge attributed to the limited learning resources. This
study concluded that TVCs offer theoretical EE that imparts entrepreneurial
knowledge to students at the expense of entrepreneurial skills. The findings provide a
framework that can be used to analyze EE and for acquisition of entrepreneurial skills
in the Kenyan TVET context. The study recommends to EE trainers and CDACC to
implement the practical-based approach of EE that aims at cultivating proficient
entrepreneurial skills among students. Besides, TVCs should mobilize resources such
as qualified trainers, equipped laboratories, ICT and reference materials to sustain the
implementation of practical-based learning of EE.
