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Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students

The ‘how’ of teaching method varies in its effectiveness with ‘what’ learning outcome it intends to achieve, and for ‘whom’ the course is targeted. We employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial sel...

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Main Authors: Abd. Rahim, Noorlizawati, Mohamed, Zainai, Tasir, Zaidatun, Shariff, Sya Azmeela
Format: Article
Language:English
Published: Taylor and Francis Ltd. 2022
Subjects:
T Technology (General)
Online Access:http://eprints.utm.my/104254/1/NoorlizawatiAbdRahim2022_ImpactofExperientialLearningandCaseStudy.pdf
http://eprints.utm.my/104254/
http://dx.doi.org/10.1080/23752696.2022.2109500
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spelling my.utm.1042542024-01-22T08:19:51Z http://eprints.utm.my/104254/ Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students Abd. Rahim, Noorlizawati Mohamed, Zainai Tasir, Zaidatun Shariff, Sya Azmeela T Technology (General) The ‘how’ of teaching method varies in its effectiveness with ‘what’ learning outcome it intends to achieve, and for ‘whom’ the course is targeted. We employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial self-efficacy and opportunity recognition among engineering students. Data were collected from two undergraduate cohorts who undertook an entrepreneurship course with different pedagogical approaches. The t-test results showed no statistically significant difference in self-efficacy. However, there was a statistically significant difference in opportunity recognition. The effectiveness of the two approaches differed when a paired t-test was conducted. Educators should adopt an approach that is constructively aligned to a specific learning outcome. Whilst teaching ‘about’ entrepreneurship through case study immersion is effective to develop the cognitive ability of non-business students to recognize opportunity, in contrast, experiential learning or teaching ‘through’ entrepreneurship is more effective to develop their self-efficacies. Taylor and Francis Ltd. 2022 Article PeerReviewed application/pdf en http://eprints.utm.my/104254/1/NoorlizawatiAbdRahim2022_ImpactofExperientialLearningandCaseStudy.pdf Abd. Rahim, Noorlizawati and Mohamed, Zainai and Tasir, Zaidatun and Shariff, Sya Azmeela (2022) Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students. Higher Education Pedagogies, 7 (1). pp. 130-145. ISSN 2375-2696 http://dx.doi.org/10.1080/23752696.2022.2109500 DOI : 10.1080/23752696.2022.2109500
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic T Technology (General)
spellingShingle T Technology (General)
Abd. Rahim, Noorlizawati
Mohamed, Zainai
Tasir, Zaidatun
Shariff, Sya Azmeela
Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students
description The ‘how’ of teaching method varies in its effectiveness with ‘what’ learning outcome it intends to achieve, and for ‘whom’ the course is targeted. We employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial self-efficacy and opportunity recognition among engineering students. Data were collected from two undergraduate cohorts who undertook an entrepreneurship course with different pedagogical approaches. The t-test results showed no statistically significant difference in self-efficacy. However, there was a statistically significant difference in opportunity recognition. The effectiveness of the two approaches differed when a paired t-test was conducted. Educators should adopt an approach that is constructively aligned to a specific learning outcome. Whilst teaching ‘about’ entrepreneurship through case study immersion is effective to develop the cognitive ability of non-business students to recognize opportunity, in contrast, experiential learning or teaching ‘through’ entrepreneurship is more effective to develop their self-efficacies.
format Article
author Abd. Rahim, Noorlizawati
Mohamed, Zainai
Tasir, Zaidatun
Shariff, Sya Azmeela
author_facet Abd. Rahim, Noorlizawati
Mohamed, Zainai
Tasir, Zaidatun
Shariff, Sya Azmeela
author_sort Abd. Rahim, Noorlizawati
title Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students
title_short Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students
title_full Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students
title_fullStr Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students
title_full_unstemmed Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students
title_sort impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students
publisher Taylor and Francis Ltd.
publishDate 2022
url http://eprints.utm.my/104254/1/NoorlizawatiAbdRahim2022_ImpactofExperientialLearningandCaseStudy.pdf
http://eprints.utm.my/104254/
http://dx.doi.org/10.1080/23752696.2022.2109500
_version_ 1789424400671440896
score 13.211869

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