Integrating work placements into entrepreneurial education: A student perspective

Abstract

Background: Effective teaching methods are essential for equipping students with entrepreneurial skills. While higher education institutions and educators aim to foster innovative entrepreneurs, the effectiveness of current teaching methods and co-curricular activities in achieving this remains uncertain.

Aim: This study investigates students’ perspectives on incorporating work placements into entrepreneurial education (EE). It also explores their views on the effectiveness of teaching methods and co-curricular activities within this context.

Setting: The research focusses on higher education students enrolled in programmes with an entrepreneurial component.

Methods: A structured questionnaire was administered to 105 higher education students to evaluate their perspectives on work placements, teaching methods and co-curricular activities in EE. Data were analysed using SPSS, which included demographic statistics and statistical analyses comprising one-sample t-tests and paired-sample tests.

Results: Students showed a preference for innovative teaching methods over traditional approaches. They highly valued job shadowing, considering it effective as both a teaching method and a co-curricular activity. However, students expressed a preference for work placements to be included as co-curricular activities rather than formal teaching methods.

Conclusion: The findings underscore the importance of integrating practical and experiential learning methods to align with student preferences and enhance the quality of EE.

Contribution: This study offers actionable insights into student preferences, advocating for a shift towards experiential learning. By aligning teaching strategies with these preferences, higher education institutions can create more impactful EE environments.