Entrepreneurs Evaluate Experiential Education

Abstract

In a course designed to optimize students’ capability to apply the principles and practices of innovation and entrepreneurship, an active experiential pedagogy was applied. Data were gathered on 24 students for experiential activities which included knowing, thinking, participating, and doing, all of which are active rather than passive in nature. When students were asked to distinguish among experiential exercises with respect to their value for all students as compared to the perceived value for themselves, their responses produced statistically significant Spearman Rank-Order Intercorrelation coefficients for all exercises except one. The experiential approach was found to be more valuable than traditional approaches.