Innovative Teaching Methods and Entrepreneurship Education: A Review of Literature
Abstract
The objective of this paper is to synthesise through the review of literature the various innovative teaching methods and how they have influenced the practice of entrepreneurship education. The various methods identified are case studies, business plan creation, problem-solving, simulation and games, team based or group discussions, guest speaker, seminars, individual and group projects, role play and lectures with latter being teacher centred while all the former are student centred. It was however, established that no one method can be used solely on its own, hence, the need for collective adoption under a given circumstance. Practically, all trainers, instructors and educators in the entrepreneurship field need to focus both on the design and implementation of entrepreneurship teaching and course programs based on the various aspects in terms of the teaching model(s) being adopted from the perspectives of providing answers to the questions of the why (purposes of the learning), what (contents), how (methods and pedagogies), for whom (audiences, participants), and for which outcomes (assessment) (Fayolle and Gailly, 2008).There are no enough models to conceptually drive the curriculum design and teaching methods of entrepreneurship education (Slattery and Danaher, 2015). The limitation of this study is that not all research work in the area of teaching methods and entrepreneurship education have been reviewed, due to language barriers, cost and time constraints. More research efforts are required to clarify which of the students benefit most from active learning and how to design activities to motivate and increase the understanding level of the students over time and determination of the most relevant ‘teaching model’ configuration in entrepreneurship.
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