Entrepreneurship education (EE) and experiential learning can be delivered in several ways depending on the program design, the course's purpose, and the learning outcomes. With the distinct stages of doing, observing, thinking, and planning, Kolb's experiential learning theory is favored in EE. Additionally, EE programs and courses can be categorized in the three instructional themes of teaching about, for, or through entrepreneurship. Each theme offers a particular purpose, unique learning objectives, specific teaching methodology, and different student engagement levels. Due to the various references to EE, this exploratory qualitative study presents five selected entrepreneurship project course examples at Southern New Hampshire University (SNHU) using semi-structured interviews. The research objectives aim to (1) share entrepreneurial education teaching practices at SNHU, and (2) collect information on how instructors measure student engagement, course/project impact, reflection, and assessment practices. Common elements and approaches in the "for" entrepreneurship instructional theme -also known as "learning by doing" include (a) the learning environment, (b) real-life projects and clients, (c) reflection practices, (d) active student engagement, and (e) subject matter expertise by the instructor.
Koustas, Sophia N. and Shahidi Salehi, Elham
"Entrepreneurship Education and Experiential Learning in Higher Education,"
Experiential Learning & Teaching in Higher Education: Vol. 4
, Article 8.
Available at: https://nsuworks.nova.edu/elthe/vol4/iss1/8