pedagogical innovations in entrepreneurship_a research paper
TRANSCRIPT
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A self designed questionnaire was used to obtain the data. The instrument was administered through
telephonic interviews and by e-mail.
Questions were constructed mainly around four core themes viz;
i. Nature of the Course on Entrepreneurship at the campus
ii.
Course content What is been taught under the subject Entrepreneurship
iii. Course delivery The pedagogical tools used to teach various modules on Entrepreneurship
iv. Assessment of impact on Entrepreneurship courses in campus
5.0 Data Analysis:
The data collected from 25 faculties belonging to various educational institutions were analysed using
SPSS and are summarised as below.
Part 1
Nature of the courses offered at various campuses in India
Based on the affiliations of the Institute, the courses offered on Entrepreneurship differ. Autonomous
colleges are more advantageous in terms of flexibility and course designs compared to University and
University affiliated Institutes. The data collected shows this trend.
Affiliation and nature of the courses on Entrepreneurship
Table 01: Affiliation and Nature of the course
Nature of the course Total
No
Course Compulsory Elective
Compulsory and
Elective
Affiliation
University 0 5 0 0 5
Deemed University 0 4 0 1 5
Affiliated college 1 4 0 1 6
Autonomous 2 2 2 3 9
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Total 3 15 2 5 25
Universities and affiliated colleges to the University offer Entrepreneurship as Compulsory course, as most
of the Universities recognize Entrepreneurship as one of the essential subject to be taught. Even though
autonomous colleges have the freedom, some of them are yet to offer courses on Entrepreneurship. More
forward looking autonomous institutes offer this as both compulsory and elective courses. Some institutes
also offer Entrepreneurship as a full credit course.
Affiliation and Number of courses offered
Table 02: Affiliation and Number of courses offered
Number of Courses Total
No
Courses
One
course
Two
Courses
More than
two courses
Affiliation University 0 2 3 0 5
Deemed University 0 3 2 0 5
Affiliated college 1 1 4 0 6
Autonomous 2 2 1 4 9
Total 3 8 10 4 25
Many autonomous institutes offer more than one course on Entrepreneurship and offer many new electives.
This is a positive sign to create a better academic ecosystem and produce entrepreneurs from campuses.
Some of the electives offered are:
Entrepreneurship and Small Business Development
Business Design
Entrepreneurship Development programme
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Innovation and Entrepreneurship
Affiliation and freedom to design the course
Table 03: Affiliation of the Institute and freedom to design the course
Designed by Total
No course University Faculty
Independent
body
Affiliation University 0 4 0 1 5
Deemed University 0 1 3 1 5
Affiliated college 1 3 0 2 6
Autonomous 2 0 3 4 9
Total 3 8 6 8 25
Autonomous colleges offer more number of courses in Entrepreneurship than affiliated colleges. This is
done to cater to larger audience of students by offering different types of courses. Most of the faculty in
University affiliated institutes have expressed that an independent body for designing the course would add
more rigour and updation to the content.
Part II
Course Content and Pedagogical tools
The faculty affiliated to the university do not have the freedom in the curriculum design or evaluation
pattern. But, most of them have resorted to interesting mix of pedagogical tools like workshops, exercises,
games, psychometric tools, interaction with entrepreneurs etc along with lecture methods.
Autonomous institutes however have all the freedom to design the contents and pedagogical tools to
deliver the same. The core contents of the syllabi are:
Theories and concepts on Entrepreneurship
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Entrepreneurial traits
Idea generation
Opportunity evaluation
Business Plan
Financing the venture
Marketing / operational strategies
Apart for these some of the institutes also include in their syllabi the following contents:
Women entrepreneurship
Problems of SSIs
Financial Institutions providing support
Growth strategies
Exit strategies
Valuation of a venture
Franchising
Training and EDP
Registering the firm
HR Strategies etc.
Pedagogical Innovations: Some Examples
NITIE, Mumbai : NITIE Center for Student Enterprises (NCSE), Mumbai, is an Entrepreneurship
Development Center launched in the year 2007 with full funding of by DST, NSTEDB, Government of
India. NCSE has initiated a unique pedagogy called Student Enterpris es for achieving learning
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effectiveness in academics. Every student who join the MBA course must start an enterprise. Mandi and
Hamara Dhandha are the names of this innovative pedagogy
Mandi @ NITIE incorporates the following:
A field Sales Experience
Hamara Dhandha: Student Enterprise Pedagogy and much more.
With "Mandi", NITIE made a statement about its pedagogy - the experiential method of teaching.
Mount Carmel Bangalore : adopts both formal (theory in class room) and informal approaches (through
E-Cell) to teach entrepreneurship. About 700 undergraduate students undergo Entrepreneurship as either
core/ elective or credit course. Every student participate in the Rs 50 game to understand the building of
business models, and they also write business plans as part of the curriculum. The success of E- Cell
activities initiated the starting of a student venture on campus Myriad Co Ltd., with the intention of giving
students hands on experience of conceptualizing, ideating, creating and running an organization in the true
style of an entrepreneur. The company manufactures and sells Chalks on campus and publishes an Ad
Based Youth Magazine.
IFIM Business School, Bangalore : The profit from Rs.100 game , is effectively engaged in organizing the
Mentors and students meet at a City Hotel where all the entrepreneur/mentor share their wisdom and
lessons on entrepreneurship in panel discussions followed by a gala network dinner. Besides this each
students group prepare Business Plan of their choice and an entrepreneur from the same or related domain
is allocated to the group as a mentor. After a month of mentorship, students pitch their idea to a Venture
Capitalist and get guidance.
Most effective pedagogical tools:Mentoring by entrepreneurs, simulations, experiential learning tools like Rs. 50/ Rs.100 games, stories
from entrepreneurs and workshops are some of the most preferred tools to impart entrepreneurial education
to students. These exercises and games allow the students to brainstorm and come up with many new
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business ideas in and around their institutes, help to evaluate opportunities and work as a team, analyse
their success/critical factors etc. Hands-on experience is more important to learn entrepreneurship than
mere classroom lectures and assignments. Continuous interactions with entrepreneurs have a positive
impact among students to make Entrepreneurship as their career choice.
Mentoring as a pedagogical tool:
Developing a business plan is a critical component in the evaluation of the course. The Business plans and
their quality could be improved by assigning entrepreneurs as mentors to students. However following
table shows very few faculties assign such mentors to students either due to lack of such mentors or lack of
networking with entrepreneurs.
Table and Pie chart 04: Institutes offering Mentoring as pedagogy
Frequency Percent Valid Percent Cumulative Percent
Valid No mentoring 16 64.0 64.0 64.0
Mentoring given 9 36.0 36.0 100.0
Total 25 100.0 100.0
Part III
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Impact of Entrepreneurship teaching on Students and Faculty
Even though, impact is many fold and quite difficult to quantify, the researchers have looked into the
following aspects:
1. Change of mindset of students who attend Entrepreneurship courses.
2. Entrepreneurship courses help the students even in better placements and make them more
confident in life.
3. An entrepreneurial faculty is an asset to any institute. He/she delivers the subjects with more
passion and involvement, since the faculty who teaches this subject has a greater role to play as they
are helping to build future entrepreneurs.
Impact on students
We do understand that not all students exposed to entrepreneurship education will become entrepreneurs
and establish business, but will surely lead to their personality appraisal, creativity boosting and the
students ability to anticipate and respond to societal changes
Table 05: Cumulative impact of Entrepreneurship courses on students
Statements N Minimum Maximum Mean Std. Deviation
Students are excited to attend
entrepreneurship course25 1 3 1.76 .779
Improves students confidence 25 1 2 1.32 .476
Better placement opportunities 25 1 5 2.24 1.012
Positive attitude to work with startups 25 1 4 2.16 .943
Intentions to start a venture 25 1 5 1.96 1.020
Valid N (list wise) 25
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Faculties are of the opinion that, the course makes the students more confident, create a positive attitude,
and improves the intentions to start a venture. However they are of the opinion that it has very less impact
on plac ements. Students mindset towards working in start -ups has also not much changed.
Impact on Faculty:
The process of implementing the course curriculum using meaningful pedagogical approach is a major
challenge for educators. This requires change in attitude and teaching/learning styles relevant with the
changing world of education and work. Teaching Entrepreneurship using innovative pedagogical tools has
a definite impact on the faculty as well.
H0: Entrepreneurship courses make the faculty more entrepreneurial.
Ha: Entrepreneurship courses do not have any such impact.
Table 06: One-Sample Statistics
One-Sample Test
Test Value = 0
t df Sig. (2-tailed) Mean Difference
95% Confidence Interval of
the Difference
Lower Upper
Teaching
Entrepreneurship makes
me more Entrepreneurial
11.066 24 .000 1.440 1.17 1.71
As per the calculations above, it is proven that Entrepreneurship courses make the faculty more
Entrepreneurial.
Using Likert scale, the impact of teaching Entrepreneurship course on faculty was asked. The findings are
as below:
Table 07: Cumulative impact of Entrepreneurship course on faculty
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Impact N Minimum Maximum Mean Std. Deviation
Makes me more entrepreneurial 25 1 3 1.44 .651
Pedagogy impact in teaching other
subjects25 1 5 2.28 1.242
Improved networking 25 1 3 1.56 .712
Teaching Entrepreneurship is
challenging25 1 5 1.80 1.118
Valid N (list wise) 25
As the table suggests, there is a positive impact on Networking and making them more entrepreneurial in
terms of creating course contents, improving teaching skills, interaction with industry and other faculty
members. However, teaching entrepreneurship poses many challenges to the faculty in terms of mobilising
Areas of improvement :
Funding:
Exploring and implementing new pedagogical tools requires financial support. Identifying funding courses
and obtaining funds seems to be one of the monumental tasks faced by our faculty. Very few institutes
have funds raised from various sources.
Table 08: Funding Availability
No.of Institutes
(Frequency) Percent
Valid
Percent
Cumulative
Percent
Valid No Funding available 21 84.0 84.0 84.0
Funding available 4 16.0 16.0 100.0
Total 25 100.0 100.0
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Sadly, out of 25 Institutes only 4 of them seems to have some amount of funding.
Some of the Universities / Colleges which has funding for running Entrepreneurship related courses are as
follows:
EILM University has created a corpus fund of Rs.20 Lakh per year,
NITTIE Mumbai, has funding from DST
Alumni funding
All other institutes have used either student fund or institutes fund to conduct entrepreneurship related
programmes. The time is ripe that Government and Companies to come forward to fund Entrepreneurship
activities at Colleges.
Training on Teaching Entrepreneurship:
Most of the faculty whom we have interviewed for the purpose of this research were trained by National
Entrepreneurship Network, a non profit organization which trains faculty in teaching high impact
entrepreneurship courses in campuses. One of their flagship programme called EEC (Entrepreneurship
Educators Programme) is very popular and more than 1000 faculty are trained under this programme. ISB
Hyderabad also provides such training programme for faculty called as EEDC (Entrepreneurship Educators
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Development Course). EDI (Entrepreneurship development Institutes of India), MITCON are some of the
other organizations who conduct regular courses on the same.
Table 09: Training programmes in Entrepreneurship
Frequency Percent Valid Percent Cumulative Percent
Valid NEN 17 68.0 68.0 68.0
NEN and
ISB6 24.0 24.0 92.0
EDI 1 4.0 4.0 96.0
Others 1 4.0 4.0 100.0
Total 25 100.0 100.0
Research Output of faculty:
As teaching Entrepreneurship is not like any other subjects, faculty who teach this subject must have
either enough industry and teaching experience, or enough research experience on developing case studies,
course materials or writing Business Plans. Networking with entrepreneurial community is essential to
teach this subject more effectively.
Pie chart 10: facultys contribution towards entrepreneurial research output
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Support needed
Most of the faculty also opines that having unstinted support from Management is essential for the
success of Entrepreneurship related activities and courses in campuses. Some of them suggest that
entrepreneurship as a subject needs to be taught from school level to sow the seed early through a student,
rather than introducing the subject in later years. Collaborative teaching and knowing about other
campuses activities can create a better learning environment . This resource sharing is required so that
entrepreneurship educators can learn from one another and work together to raise the bar for all. This will
surely enhance the drive to attract, nurture and sustain an entrepreneurial culture.
6.0 A Comprehensive pedagogical Model for Entrepreneurship and New
Venture Creation:
This model takes into consideration an academic ecosystem to conduct Entrepreneurship related courses
and activities in campuses. Most of the colleges have besides courses on Entrepreneurship an E-Cell
(Entrepreneurship Cell) which conducts a series of activities like workshops, entrepreneurs talks,
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seminars, competitions etc. This definitely boost the entrepreneurial spirit among students and act as
driving force to join Entrepreneurship related courses especially if they are offered as electives.
7.0 Conclusion
Academic ecosystem promoting Entrepreneurship is still very primitive in India. We need to create
environment with networking opportunities with entrepreneurs and investors like as in Silicon Valley,
where academic institutions and start-ups work very closely. Some of the suggestions from the faculty who
teach Entrepreneurship courses are as follows.
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1. Collaboration with entrepreneurs to teach and develop case studies and mentoring support,
2. Networking with faculties from other campuses to understand and share experience and knowledge,
3. Unstinted support from management,
4. Support in funding from either public or private institutions,
5.
More involvement from alumni in terms of funding and mentoring,
6. Training the faculty on Entrepreneurship and developing an integrated course curriculum.
The researchers find that there are three categories of Entrepreneurship programmes run in our Educational
Universities.
1. Non-Entrepreneurial : Here Entrepreneurship is taught like any other subjects, using more of
lecture methods and with very little scope for experiential learning. Faculty neither introduces new
and emerging contents in the field of entrepreneurship nor experiments any new pedagogical
innovations even after attending training programmes.
2. Moderately entrepreneurial : The faculty teaches Entrepreneurship as a standalone course, with
less scope of integrating with other subjects. However, due to the training received or their
entrepreneurial nature, they use a mix of interesting pedagogical tools in making the course more
experiential.3. Highly Entrepreneurial : The highest form of entrepreneurial teaching, where Entrepreneurship is
taught not as a subject but as a mindset and integrates the entire activities of the Institutes around
being more entrepreneurial. Students have given hand-on experience not only during the course but
during their stay at the institutes. Faculty at these institutes are more passionate about propagating
entrepreneurship.
True entrepreneurship education provides opportunities for youth to master the core entrepreneurial
competencies of opportunity recognition, idea generation, venture creation and critical thinking.
Entrepreneurship is the new Buzzword in our campuses recently. However most important hurdle to teach
and learn entrepreneurship is the prevailing mindset among students and faculty. There is definite need of
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revamping the pedagogical tools used to teach this. More than the students, it is the faculty who need to be
excited about the Entrepreneurship as whole which would contagiously/ infectiously pass on to students as
well. Teaching is an exercise in entrepreneurship itself!
1 Abstract from final proceedings, OSLO 2006, Entrepreneurship Education in Europe Fostering
entrepreneurial mindsets through education and learning , P 94
2 The ASPEN Institute YESG: Advancing entrepreneurship education
3 Final report of the expert group Education for Entrepreneruship by European Commission, 2005 Pp
11-12
4 The newsletter of EFMDs Entrepreneurship, Innovation and Small Business Network, 2004, Issue 2
5Benson Honig, Wilfrid Laurier University and The University of Haifa, 2004, Entrepreneurship
Education: Toward a model of contingency- based Business Planning , Academy of Management Learning
and Education, Vol. 3, No. 3, 258 273.
6 Anil K Gupta, (IIMA), 2005, Pedag ogical innovations for triggering social and economic
Entrepreneruship among youth
7 http://www.nitie.edu/index.php?option=com_content&task=view&id=508&Itemid=422
8 Entrepreneruship Education - Learning by doing Kauffman foundation
9. Margaret Emalereta Akpomi, Rivers State University of Science and Technology, (2008)
Entrepreneruship among graduates -to-be of Business/Management Faculties and Economic
Development In Nigeria , European Journal of Economics ISSN 1450-2887 Issue 14
10. www.nenonline.org
http://www.nitie.edu/index.php?option=com_content&task=view&id=508&Itemid=422http://www.nitie.edu/index.php?option=com_content&task=view&id=508&Itemid=422http://www.nitie.edu/index.php?option=com_content&task=view&id=508&Itemid=422http://www.nenonline.org/http://www.nenonline.org/http://www.nenonline.org/http://www.nenonline.org/http://www.nitie.edu/index.php?option=com_content&task=view&id=508&Itemid=422