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This exercise paves way for a project team to explore (diverge) and specify which actors might have an interest in the team’s idea, and what value the project could provide for these actors. This may later help the teams to choose an idea and to consider how they might involve
Sustainable entrepreneurship education (SEE) equips students to drive sustainability efforts, requiring diverse teaching methods and tools. Live cases—real, current organizational challenges—are used in entrepreneurship and sustainability education and show promise for teaching sustainable entrepreneurship in higher education. However, their application in SEE remains unclear.
We explore how entrepreneurship educators can guide students in developing cases based on their own entrepreneurial experiences to encourage reflection and create meaningful learning opportunities. This approach exemplifies student-directed pedagogy, where learning stems directly from students’ experiences—a concept gaining traction among entrepreneurship educators. When implemented effectively, this method helps students
Student challenges are defined as faculty-facilitated short-term processes where students address problems presented by client(s) where innovation is needed and propose solution(s) to the presented problem as part of a curricular course or extracurricular activity. The students’ task during a student challenge is to interact with the client and other
How much insight do you usually gain from student surveys or meetings about their learning experiences? Traditional assessment methods often provide limited depth, especially in experience-based entrepreneurship education, where linking teaching approaches to learning outcomes is challenging. With ZMET, we've found a way to uncover deeper, richer insights into how
Entrepreneurship education is most effective when students engage in real-world venture creation. However, ensuring that students undertake activities that lead to meaningful learning remains a challenge. This workshop is designed to bridge that gap by developing teaching tools that align learning activities with educational objectives in Venture Creation Programs (VCPs).