Videos, slides and more info at the blog: vcplist.com Opening up the black box of entrepreneurial education - Outline of an app-based action research project Martin Lackéus Mats Lundqvist Karen Williams Middleton Chalmers University of Technology Gothenburg, Sw eden
Videos, slides and more info at the blog: vcplist.com Agenda • Some challenges in entrepreneurial education • Problem Focus on methodological challenges – how to open the black box? • Three different research strategies – thoughts, actions, emotions • Using experience sampling (ESM) to research emotional entrepreneurial experience • The proxy theory of assessing entrepreneurial education Opportunity • Roots and results so far of proxy based ESM research on entrepreneurial education • Proposition An app-based multi-site international action research project • Expectations Some results to be expected
Videos, slides and more info at the blog: vcplist.com Problems in entrepreneurial education Entrepreneurial Today’s Wider education entrepreneurial community researchers educators Methods Understanding Legitimacy ”How can we ”What are we ”What are they study it?” doing?” doing?” What methods can develop our Do our students develop What is the purpose? understanding of entrepreneurial entrepreneurial What is the difference & impact? education? competencies? Is it effective & efficient? Research Development Diffusion ”What have we ”What should we ”Should I be learned?” be doing?” doing it too?” What research has been done When, how and why do students Can it help me reach my goals? that can describe and explain develop entrepreneurial Will it work on my students? entrepreneurial education? competencies? Will I be able to manage it?
Videos, slides and more info at the blog: vcplist.com Some methodological challenges • Macro level studies (Rigor) – Look at regularities in cause–effect by studying large populations (large N), but correlation does not give causation – Do not open the black box – only tell us IF entrepreneurial competencies are developed, not HOW, WHEN or WHY – Lack methodological rigor by default , a generic problem with RCTs in education – Severe self-selection bias in ent.ed – Results seldom relevant to practitioners, but easy to get published • Micro level studies (Relevance) – Often single case studies or very small N, aiming to explain HOW, WHEN or WHY entrepreneurial competencies are developed – Anecdotal and descriptive, frequent lack of decontextualization / categorization / The researcher’s dilemma: contrasting – “Shall [s]he remain on the high ground where he can solve Statistical methods often not applicable, therefore trustworthiness is questioned relatively unimportant problems according to his standards – of rigor, or shall he descend to the swamp of important Methodological sloppiness often substantial – problems where he cannot be rigorous in any way he Results seldom publishable, but more often knows how to describe?”. (Schön, 1995, p.28) relevant to practitioners
Videos, slides and more info at the blog: vcplist.com Three research strategies Research Before education During education Directly after education Long time after strategy education What do they Entrepreneurial knowledge, Entrepreneurial knowledge, - Thoughts skills and attitudes (TPB) think? skills and attitudes (TPB) What do they - - Actual entrepreneurial Actions do? behavior What do they - - - Emotions feel? • Based on tracking critical and emotional events triggering learning (i.e. links) • Captures the learners’ experiences, i.e. formative assessment, leans on experience sampling • Focus is on what happens during the educational intervention, not before / after / long after
Videos, slides and more info at the blog: vcplist.com Experience Sampling Method (ESM) • Very short surveys answered in the actual situation / environment – Captues the subjective experience with high validity and reliability – A mix between diary and survey – Can be done through mobile smartphones that most people have today • Has been adjusted to the purpose of capturing learning – The learner decides when to report something significant – Leans on people’s inclination to share strong emotions socially – Anchored in Vygotsky’s view of learning that human activity spurs learning
Videos, slides and more info at the blog: vcplist.com Experience Sampling Method (ESM) • Very short surveys answered in the actual situation / What teenagers do in class: environment – Captues the subjective experience with high validity and reliability – A mix between diary and survey – Can be done through mobile smartphones that most people have today • Has been adjusted to the purpose of capturing learning – The learner decides when to report something significant – Leans on people’s inclination to share strong emotions socially – Anchored in Vygotsky’s view of learning that human activity spurs learning
Videos, slides and more info at the blog: vcplist.com Experience Sampling Method (ESM) The week of a teenager:
Videos, slides and more info at the blog: vcplist.com Interviews transcribed, coded in A mobile app captures learners’ NVIVO, link frequency counted emotional experiences / events ”Experience Interviews follow up these events, Analysis of when / why / how sampling” connects them to learning outcomes competencies are developed Month 1 Month 2 Month 3 Month 4 Month 5 • What happened? • Why? • What did you learn? • What insights do you take with you?
Videos, slides and more info at the blog: vcplist.com The proxy theory of assessing entrepreneurial education Educational …trigger …which in turn develop interventions… emotional events … entrepreneurial competencies Interaction with Increased self- Creation outside world efficacy Empirically established strong Uncertainty and Increased uncertainty links between ambiguity in learning and ambiguity Value creation emotional activity environment tolerance and developed entrepreneurial competencies Teamwork Venture creation Increased self-insight environment Formation of Sustainable venture Overcoming entrepreneurial creation competency gaps identity Presenting in front Increased marketing of others skills And others… And others… Novel assessment strategy – focus on emotional activities
Videos, slides and more info at the blog: vcplist.com Origin of the proxy theory Entrepreneurial Entrepreneurship education as practice Educating Educating Educating about Becoming an entrepreneur by through for / in entrepreneurship entrepre- entrepre- founding a real-life venture neurship neurship Venture creation programs
Videos, slides and more info at the blog: vcplist.com Some characteristics of Venture Creation Programs Emotional roller-coaster ”Crisis in my head and crisis in my stomach” Building air castles ”Everyone else needs to see a flow er w hile I see a seed” Strong positive emotions ”We can take over the w orld if w e w ant to” Strong negative emotions ”Free falling from an airplane w ithout a parachute” Quotes from Lackeus (2013). An emotion based approach to assessing entrepreneurial education. International Journal of Management Education, 12(3)
Videos, slides and more info at the blog: vcplist.com Some characteristics of Venture Creation Programs A methodological dream - The data is screaming to us! What can’t be observed here, probably can’t be observed, or isn’t happening at all The challenge comes later w hen using the developed methods in environments w ith low er signal-to-noise ratio
Videos, slides and more info at the blog: vcplist.com An example of an opened black box Emotional events Entrepreneurial competencies Educational developed design Increased ”I dare!” uncertainty / Requirement ambiguity ”I can Increased to create a tolerance Happiness, do self-efficacy venture motivation, this!” sense of relevancy and Requirement Frequent Increased ”I want meaning Positive to create interaction Increased entrepre- more of feedback from value for other with outside energy input neurial this!” externals Frustration, actors world passion anger, despair etc. Developed Requirement ”This is entrepre- to create who I neurial something am!” Increased identity perseverance ”I overcome!” A new educational philosophy – surprisingly novel! Lackeus (2013). An emotion based approach to assessing entrepreneurial It is now being tested widely in Sweden and abroad. education. International Journal of Management Education, 12(3)
Videos, slides and more info at the blog: vcplist.com Value creation pedagogy profiler Student owns process Encourage Team work 6 failures over time 5 4 3 2 1 Interaction with Value created world outside outside team / class / school teacher Activity based Subject matter feedback / connections assessment Iterative process
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