Student Assessment of Venture Creation Courses in Entrepreneurship Higher Education

[We’re pleased to welcome author Helena Wenninger of Lancaster University Management School. Dr. Wenninger recently published an article in Entrepreneurship Education and Pedagogy entitled “Student Assessment of Venture Creation Courses in Entrepreneurship Higher Education—An Interdisciplinary Literature Review and Practical Case Analysis,” which is currently free to read for a limited time. Below, Dr. Wenninger discusses the motivations and impact of this research.]

What motivated you to pursue this research?

Living in the 21st century brings huge opportunities but also responsibilities for today’s graduates. Requirements from employers, quickly changing economic conditions, global competition, and environmental concerns highlight the need for people having a vision, being resilient, and have no fear of making decisions under uncertain conditions. Thus, entrepreneurial skills are more relevant than ever not only for creating a venture but also to contribute to a meaningful business environment and to society as a whole. However, students’ performance is mainly measured and benchmarked by their grade point average, which comprehensively gives assessment high priority in students’ considerations. Based on those observations, the idea was born to investigate how I as an assistant professor teaching e-business venture creation in one of my courses can contribute to a better match of these two aspects and spread the insights.

In what ways is your research innovative, and how do you think it will impact the field?

This research offers insights into student assessment for experiential entrepreneurship education. Entrepreneurship programmes are mushrooming around the world, but research is lacking behind regarding the impact that assessment has on student learning in this area. I hope my work will further direct attention on the importance of assessment methods for students’ experience and learning for action-oriented, experiential, and learning-by-doing approaches.

What advice would you give to new scholars and incoming researchers in this particular field of study?

Drawing from my personal experience as a lecturer in Information Systems, investigating the work from experienced scholars in the Entrepreneurship field, and discussing the topic with colleagues from the Educational Research department of my university was an encouraging and stimulating process for me to develop this work. Thus, I would recommend considering various sources of inspiration across relevant disciplines.

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Special Issue on Assessment in Management Education!

college-241663-mDo students learn what their professors intend them to learn? What are the challenges associated with effective utilization of rubrics? What is the status of assessment in management education? Journal of Management Education‘s explores these questions and more in their special issue on Assessment in Management Education.

Tracy H. Sigler and Kenneth S. Rhee, both of Northern Kentucky University, collaborated on the guest editorial entitled “Unlocking Learning: Discovering the Keys to Effective Assessment” which introduced the issue:

Welcome to the Journal of Management Education (JME) JME_72ppiRGB_powerpointspecial issue on Assessment in Management Education. We have talked about the importance of this topic for years and are happy to present a special issue to help our readers think critically about the “what, why, and how” of assessment. Assessment is a reality of life for management educators, but the ideal assessment plan can be quite elusive. Historically we can identify both effective and ineffective uses of assessment…

Journal of Management Education‘s special issue on Assessment in Management Education also includes sections dedicated to research on the use and effectiveness of rubrics as well as study of new approaches to assessment. Click here to access the table of contents! Don’t want to miss out on all the latest from Journal of Management Education? Click here to sign up for e-alerts!

 

Tips for Grading Better and More Efficiently

Instructors who want to be more engaged in the grading process, improving their own experience as well as the impact on students, will want to take a lesson from Charles J. Fornaciari of Florida Gulf Coast University and Kathy Lund Dean of Gustavus Adolphus College. The distinguished management educators joined associate editor Mary Ann Hazen on the Journal of Management Education podcast to talk about their paper, “I, S, T, and J Grading Techniques for Es, Ns, Fs, and Ps: Insights From the MBTI on Managing the Grading Process,” and offer tools and techniques that can be adopted by any instructor.  Click here to play or download the podcast interview or subscribe on iTunes by following this link.

JME_72ppiRGB_150pixWCharles J. Fornaciari is a Professor of Management and the Uncommon Friends Chair in Ethics in the Lutgert College of Business at Florida Gulf Coast University in Fort Myers, FL. He received an MBA in finance and a Ph.D. in strategic management from Florida State University. His primary teaching interests are strategy and ethics. He has published in areas including the role of spirituality and religion in management, effective classroom teaching practices, corporate strategic change, and the use of technology in education.

Kathy Lund Dean holds the Board of Trustees Distinguished Chair in Leadership and Ethics at Gustavus Adolphus College She earned her Ph.D. in organizational behavior and ethics from Saint Louis University. For fifteen years she has been active in both the OBTS Teaching Society for Management Educators, where she served on the Board, and the Academy of Management. Currently, she’s researching ethics and decision-making among entry-to-mid-level managers, how religious and spiritual disputes in the workplace get resolved, and student disengagement issues.

Mary Ann Hazen, Professor, Management, teaches leadership and management in the undergraduate program and personal development, ethics and social responsibility in the MBA program at the College of Business Administration at the University of Detroit Mercy. Her research focuses on the topics of dialogue and polyphony in organizations, grief in the workplace, and innovation in management education. She is on the Editorial Board of the Journal of Organizational Change Management; Associate Editor of the Journal of Management Education; and the Advisory Board to the UDM Institute for Service and Leadership.  Her degrees are from Ursuline College (B.A.), University of Michigan (M.S.W.), and Case Western Reserve University (Ph.D. in Organizational Behavior).