Using experiential learning to teach entrepreneurship: a study with Brazilian undergraduate students

Abstract

Purpose

The purpose of this paper is to provide further understanding of entrepreneurship education, seeking to comprehend the use of experience in this context. Based on the theory of experiential learning, the authors sought to develop and test a conceptual model for teaching entrepreneurship at the undergraduate degree level.

Design/methodology/approach

Due to the need to develop a model, the authors used design science research as a method to develop and test an artifact. First, bibliographic research was conducted to develop the model, which was then tested through empirical application. This empirical application was conducted at a Brazilian educational institution, with the participation of 110 students. A total of 440 activities were analyzed through content analysis.

Findings

The authors found advantages and disadvantages regarding the use of experience in entrepreneurship learning, such as greater student engagement, sense of empowerment and aspects related to the course and assessments.

Practical implications

In this paper, the authors offer suggestions for undergraduate teachers and to faculty members on how to teach entrepreneurship, with the student as the main actor in the learning process. Furthermore, the authors have access to a study addressing a contemporary theme that is emerging in Brazilian universities.

Originality/value

In this paper, the authors contribute with the debate on entrepreneurship education, realizing that the understanding of this issue continues to require closer study due to a lack of empirical consensus in previous works. Its originality lies in the development and testing of a model for undergraduates, drawn from a theory whose main use is in graduate school.

Citation

Krakauer, P.V.d.C., Serra, F.A.R. and de Almeida, M.I.R. (2017), "Using experiential learning to teach entrepreneurship: a study with Brazilian undergraduate students", International Journal of Educational Management, Vol. 31 No. 7, pp. 986-999. https://doi.org/10.1108/IJEM-09-2016-0189