Search

Purpose – The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation. Design/methodology/approach – The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations. Findings – Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation. Practical implications – Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise. Originality/value – Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to analyze recent publications (2015–2020) that refer to educational and social entrepreneurship to identify the primary emerging themes and gaps of entrepreneurship research and management that would be helpful for future studies and entrepreneurial ventures. Design/methodology/approach: The authors used systematic mapping to review 92 research articles that address educational innovation and social entrepreneurship. All the articles were published between 2015 and January 2020 and were found in the Web of Science (WoS) and Scopus databases. Findings: The data analysis identified the following: the articles most frequently cited, the journals that published the highest number of relevant articles, the geographical distribution of these publications and their authors, the context of the research, the lines and themes that emerged, and the gaps in the literature regarding the research and management of educational and social entrepreneurship. Research limitations/implications: The search for articles was limited to educational and social entrepreneurship innovations and the English language; thus, studies published in other languages were not analyzed. Originality/value: The analysis of this research allowed us to review concepts and identify research methods employed and thematic lines analyzed. Therefore, the work is of value for educational and social entrepreneurs and researchers who wish to examine such concepts or focus on areas not yet fully explored. [ABSTRACT FROM AUTHOR]