Action-embedded pedagogy in entrepreneurship education: an experimental enquiry

ABSTRACT

Scholarly community has raised concerns over the effectiveness of traditional classroom pedagogy in entrepreneurship education (EE), highlighting the need for alternative pedagogic approach. Our study explores the superiority of action learning pedagogy over traditional classroom pedagogy for EE, to overcome these challenges. The impact of both pedagogic approaches was assessed through entrepreneurial self-efficacy and entrepreneurial intention. A randomized experimental, pre-and-post-tests with control and treatment groups design was followed to accomplish the study objectives. The results affirmed that those who were exposed to action learning pedagogy (treatment group) would have significantly high level of entrepreneurial self-efficacy and entrepreneurial intention compared to those with traditional classroom pedagogy (control group). It was also found that the EE has positive influence on entrepreneurial self-efficacy and entrepreneurial intention between both the groups. The study reiterates that EE, with action learning, has a high degree of influence on entrepreneurial intention, and, hence, its importance in EE.

KEYWORDS:

• Entrepreneurship education
• action learning
• entrepreneurial intention
• entrepreneurial self-efficacy
• pedagogy

Disclosure statement

No potential conflict of interest was reported by the authors.