Lessons Learned from an Innovative Approach on an Introductory Entrepreneurship Course: The Case of ESPOL

Abstract

This paper reports an exploratory study regarding the issues involved in an introductory entrepreneurship course. The study discusses key features of the design and implementation process along with the lessons learned after one year of experience teaching the course at an Ecuadorian university. This study is based on the analysis of perceptions of 12 instructors and 145 students about the impact of the course on their teaching and learning skills, respectively. The gathering of data was carried out by using two survey instruments and a focus group. Kirkpatrick’s Model was used to develop the questionnaire administered to students in order to measure reaction and learning. With regards to instructors, a questionnaire and a focus group were used to gather their impressions about methodological issues and their perceptions on the expected impact on students’ learning. Results indicate that the course approach, from the instructors’ perspective, has a positive impact on their teaching in the sense that it facilitates the development and implementation of active and meaningful learning. The instructors emphasized that the implemented methodology allowed them to make a continuous evaluation of the students’ performance and to discuss and give feedback on the topics covered in class. In addition, they claim that their students have become more self-reflective on the importance and consequences of an entrepreneurial career. The findings also reveal that more than 85% of the students considered that the topics covered met their expectations. Discussion of the findings and implications for future research are presented.

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