Entrepreneurial education should reflect the real-world entrepreneurial process by providing for experiential learning. The challenge is reconciling this with the resource constraints that lead to large class settings, even in specialized postgraduate programs. This article offers practical suggestions for creating a highly interactive event as part of a largely lecture-based module. Students participate in a full-day Start-Up Sprint that uses real-world entrepreneurship tools and mimics the intense experience of a start-up event. This experiential exercise is designed to provide students in a large class with the experience and benefits of small group teaching, through a hands-on problem-based learning exercise that is supported by mentoring and live feedback. It provides entrepreneurship teachers of large classes with a way to mitigate the constraints of large classes, faculty time, and physical infrastructure and offer students a meaningful learning experience.
BertelsH. M. J. (2018). You’ve been framed! The effect of opportunity and prosocial framing on the novelty and usefulness of student solutions. Journal of Management Education, 42(5), 650-689. https://doi.org/10.1177/1052562918786992
3.
BirdE. L. (2017). Student and staff perceptions of the international postgraduate student experience: A qualitative study of a UK university. Journal of International Students, 7(2), 329-346.
4.
BlankS. (2013). Why the lean start-up changes everything. Harvard Business Review, 91(5), 63-72.
5.
BohnD. M.SchmidtS. J. (2008). Implementing experiential learning activities in a large enrollment introductory food science and human nutrition course. Journal of Food Science Education, 7(1), 5-13. https://doi.org/10.1111/j.1541-4329.2007.00042.x
6.
BradfordD. L. (2019). Ethical issues in experiential learning. Journal of Management Education, 43(2), 174-184.
7.
BroadbentJ.PanaderoE.BoudD. (2018). Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation in Higher Education, 43(2), 307-322. https://doi.org/10.1080/02602938.2017.1343455
8.
CareyC.MatlayH. (2010). Creative disciplines education: A model for assessing ideas in entrepreneurship education?Education + Training, 52(8), 694-709. https://doi.org/10.1108/00400911011088999
9.
ClancyA.VinceR. (2019). “If I want to feel my feelings, I’ll see a bloody shrink”: Learning from the shadow side of experiential learning. Journal of Management Education, 43(2), 174-184. https://doi.org/10.1177/1052562918817931
10.
CullenJ. C. (2011). The writing skills course as an introduction to critical practice for larger business undergraduate classes. International Journal of Management Education, 9(4), 25-37. https://doi.org/10.3794/ijme.94.352
FulgenceK. (2015). Assessing the status of entrepreneurship education courses in higher learning institutions. Education + Training, 57(2), 239-258. https://doi.org/10.1108/ET-05-2013-0063
13.
GannawayD.GreenT.MertovaP. (2018). So how big is big? Investigating the impact of class size on ratings in student evaluation. Assessment and Evaluation in Higher Education, 43(2), 175-184. https://doi.org/10.1080/02602938.2017.1317327
GibbA. (2011). Concepts into practice: Meeting the challenge of development of entrepreneurship educators around an innovative paradigm. International Journal of Entrepreneurship Behavior & Research, 17(2), 146-165. https://doi.org/10.1108/13552551111114914
16.
HeaslipG.DonovanP.CullenJ. G. (2014). Student response systems and learner engagement in large classes. Active Learning in Higher Education, 15(1), 11-24. https://doi.org/10.1177/1469787413514648
17.
HenryC. (2013). Entrepreneurship education in HE: Are policy makers expecting too much?Education + Training, 55(8), 836-848. https://doi.org/10.1108/ET-06-2013-0079
18.
HenryC. (2015). Entrepreneurship education evaluation: Revisiting Storey to hunt for the heffalump. Education + Training, 57(8/9), 816-833. https://doi.org/10.1108/ET-05-2015-0035
19.
HudsonM. (2018). Basket Pitch 90: An integrative marketing and finance simulation. Journal of Management Education, 42(5), 576-593. https://doi.org/10.1177/1052562918774598
20.
IDEO. (2015). The field guide to human-centered design. Ideo.org.
21.
IsbellL. M.CoteN. G. (2009). Connecting with struggling students to improve performance in large classes. Teaching of Psychology, 36(3), 185-188. https://doi.org/10.1080/00986280902959960
22.
KolbD. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
23.
Lund DeanK.ForrayJ. M. (2014). How do we know what we know . . . and how do we show it?Journal of Management Education, 38(6), 779-783. https://doi.org/10.1177/1052562914554392
24.
Lund DeanK.WrightS. (2017). Embedding engaged learning in high enrolment lecture-based classes. Higher Education, 74(4), 651-668. https://doi.org/10.1007/s10734-016-0070-4
25.
MandelR.NoyesE. (2016), Survey of experiential entrepreneurship education offerings among top undergraduate entrepreneurship programs. Education + Training, 58(2), 164-178. https://doi.org/10.1108/ET-06-2014-0067
26.
MaringeF.SingN. (2014). Teaching large classes in an increasingly internationalising higher education environment: Pedagogical, quality and equity issues. Higher Education, 67(6), 761-782. https://doi.org/10.1007/s10734-013-9710-0
27.
MasonC.ArshedN. (2013). Teaching entrepreneurship to university students through experiential learning. Industry & Higher Education, 27(6), 449-463. https://doi.org/10.5367/ihe.2013.0180
MohamadN.LimH.-E.YusofN.SoonJ.-J. (2015). Estimating the effect of entrepreneur education on graduates’ intention to be entrepreneurs. Education + Training, 57(8/9), 874-890. https://doi.org/10.1108/ET-03-2014-0030
30.
NabiG.LiñánF.FayolleA.KruegerN.WalmsleyA. (2017). The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning and Education, 16(2), 277-299. https://doi.org/10.5465/amle.2015.0026
NielsenS. L.StovangP. (2015). DesUni: University entrepreneurship education through design thinking. Education + Training, 57(8-9), 977-991. https://doi.org/10.1108/ET-09-2014-0121
33.
OwstonR.LupshenyukD.WidemanH. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education, 14(4), 262-268. https://doi.org/10.1016/j.iheduc.2011.05.006
34.
ParrisD. L.McInnis-BowersC. (2019). Business not as usual: Developing socially conscious entrepreneurs and intrapreneurs. Journal of Management Education, 41(5), 687-726. https://doi.org/10.1177/1052562917720709
35.
PiercyN.Brandon-JonesA.Brandon-JonesE.CampbellC. (2012). Examining the effectiveness of experiential teaching methods in small and large OM modules. International Journal of Operations and Production Management, 32(12), 1473-1492. https://doi.org/10.1108/01443571211284205
36.
PryorC. (2016). The principles and practices of delivering experiential entrepreneurship education to mega-classes. In Annals of Entrepreneurship Education and Pedagogy—2016. Edward Elgar.
37.
SáC.HoltC. (2019). Profiles of entrepreneurship students: Implications for policy and practice. Education + Training, 62(2), 122-135. https://doi.org/10.1108/ET-06-2018-0139
38.
SalaberJ. (2014). Facilitating student engagement and collaboration in a large postgraduate course using wiki-based activities. International Journal of Management Education, 12(2), 115-126. https://doi.org/10.1016/j.ijme.2014.03.006
39.
SarasvathyS. D. (2009). Effectuation: Elements of entrepreneurial expertise. Edward Elgar.
40.
SchmidtJ. J.SoperJ. C.FaccaT. M. (2012). Creativity in the entrepreneurship classroom. Journal of Entrepreneurship Education, 15(2008), 123-131.
41.
SchumacherT.MayerS. (2018). Preparing managers for turbulent contexts: Teaching the principles of design thinking. Journal of Management Education, 42(4), 496-523. https://doi.org/10.1177/1052562917754235
ScottM.RosaP.KlandtH. (Eds.). (1998). Educating entrepreneurs for wealth creation. Ashgate.
44.
TobbellJ.O’DonnellV. L. (2013). Transition to postgraduate study: Postgraduate ecological systems and identity. Cambridge Journal of Education, 43(1), 123-138. https://doi.org/10.1080/0305764X.2012.749215
45.
Von der HeidtT.LambertonG. (2011). Sustainability in the undergraduate and postgraduate business curriculum of a regional university: A critical perspective. Journal of Management & Organization, 17(5), 670-690. https://doi.org/10.5172/jmo.2011.17.5.670
46.
WoollacottL.BoothS.CameronA. (2014). Knowing your students in large diverse classes: A phenomenographic case study. Higher Education, 67(6), 747-760.
47.
WurdingerS.AllisonP. (2017). Faculty perceptions and use of experiential learning in higher education. Journal of E-Learning and Knowledge Society, 13(1), 15-26.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
