TY - JOUR
T1 - Entrepreneurial Competencies in Action
T2 - Online Fundraising Initiatives by University Students
AU - Cooney, Thomas M.
AU - Brophy, Martina
N1 - Publisher Copyright:
© The Author(s) 2023.
PY - 2023/10
Y1 - 2023/10
N2 - It has been argued that entrepreneurship educators are inclined to let students learn in a safe controlled environment, with no pressure except to pass the module. Students working in groups of three were given 12 weeks (Target 1) to develop a fundraising initiative, work with various stakeholders, and execute their online fundraising initiative to meet a target goal of €2000 (Target 2) per group. Employing approaches such as Effectuation, Lean Start-Up and the Business Model Canvas, a self-directed learning approach ensured students were able to take ownership of their learning journey with the lecturer acting as coach or facilitator. The learning innovation stems from the highly experiential nature of the assignment, the various deadlines and targets that had to be met throughout the process, the promoted collaboration with real world environments, the introduction of mentors and other support actors, and the successful adaptation of the assignment to an online learning environment. The assignment can be undertaken in an online or offline environment, and it provides a highly practical learning experience that enables students to utilize and develop the 15 entrepreneurship competencies identified in the EntreComp framework under the pressure of meeting time and monetary targets.
AB - It has been argued that entrepreneurship educators are inclined to let students learn in a safe controlled environment, with no pressure except to pass the module. Students working in groups of three were given 12 weeks (Target 1) to develop a fundraising initiative, work with various stakeholders, and execute their online fundraising initiative to meet a target goal of €2000 (Target 2) per group. Employing approaches such as Effectuation, Lean Start-Up and the Business Model Canvas, a self-directed learning approach ensured students were able to take ownership of their learning journey with the lecturer acting as coach or facilitator. The learning innovation stems from the highly experiential nature of the assignment, the various deadlines and targets that had to be met throughout the process, the promoted collaboration with real world environments, the introduction of mentors and other support actors, and the successful adaptation of the assignment to an online learning environment. The assignment can be undertaken in an online or offline environment, and it provides a highly practical learning experience that enables students to utilize and develop the 15 entrepreneurship competencies identified in the EntreComp framework under the pressure of meeting time and monetary targets.
KW - entrepreneurial competencies
KW - fundraising
KW - monetary target
KW - online learning
KW - self-directed learning
KW - time pressure
UR - http://www.scopus.com/inward/record.url?scp=85171636929&partnerID=8YFLogxK
U2 - 10.1177/25151274231183384
DO - 10.1177/25151274231183384
M3 - Article
AN - SCOPUS:85171636929
SN - 2515-1274
VL - 6
SP - 721
EP - 737
JO - Entrepreneurship Education and Pedagogy
JF - Entrepreneurship Education and Pedagogy
IS - 4
ER -