The ‘how’ of teaching method seems to vary in its effectiveness with ‘who’ the instructors, ‘what’ content it intends to deliver and for ‘whom’ the course is targeted for. As there has been critique on the lack of rigorous experimental design, we employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial self-efficacy and opportunity recognition. Data were collected from two independent cohorts of undergraduate engineering degree program who undertook the same entrepreneurship course with different pedagogical approaches. Both groups were assessed using the same entrepreneurial attribute measures during the onset (t1) and upon the course completion (t2). The t-test results show no statistically significant difference in the self-efficacy. However, there is a statistically significant difference in the opportunity recognition. Furthermore, the effectiveness of each approach differs when paired t-test was assessed (t2-t1). We conclude that entrepreneurship educators should adopt approach that is constructively aligned based on field-specific learning outcomes that may vary with academic disciplines. Whilst teaching about entrepreneurship through case study immersion is effective to develop cognitive ability of non-business students to recognize opportunity, in contrast, experiential learning or teaching through entrepreneurship is the avenue to develop their self-efficacy.
Noorlizawati Abd Rahim, Universiti Teknologi Malaysia, Malaysia
Zainai Mohamed, Universiti Teknologi Malaysia, Malaysia
Zaidatun Tasir, Universiti Teknologi Malaysia, Malaysia
Sya Azmeela Shariff, Universiti Teknologi Malaysia, Malaysia