This paper looks at corporate entrepreneurship (CE) training
and proposes some insights for its e... more This paper looks at corporate entrepreneurship (CE) training and proposes some insights for its evaluation. The literature review begins by outlining what corporate entrepreneurship entails and the rationale for a firm adopting a more entrepreneurial posture. Subsequently, organizational devices for encouraging corporate entrepreneurship are explored, with a particular focus on the practice of training. Assessing the effect of training programmes leads to the question of how the programmes, especially CE programmes, can be effectively evaluated. An evaluative framework for CE training initiatives is proposed. The paper draws on evaluation principles from three fields of literature – training, adult education and entrepreneurship education. This study focuses on the ‘changes in learners’ that occur as a result of training. The evaluation insights gained from these three fields are coupled with an individualized measure of entrepreneurial orientation to present a schematic of effective CE training evaluation.
Governments are seeking to develop entrepreneurial competencies among today’s technology, science... more Governments are seeking to develop entrepreneurial competencies among today’s technology, science, and engineering graduates. However, the creation of “bilingual” graduates who have dual technical and managerial competencies is thwarted by students’inferior teamwork and interpersonal skills. In education, what is taught is inextricably bound to how it is taught (Dewey, 1916). Current pedagogies in engineering education are insufficiently adapted to student learning style needs (Felder & Silverman, 1988), and the management component of engineering education remains underdeveloped. This problem is keenly felt in one French engineering school where students struggle with a team-based innovation project. We detail efforts made to equip students with teamwork skills by using games as a pedagogical device. Student teams compete to build weight resistant structures using only spaghetti sticks and sewing thread. Their written feedback forms the primary qualitative data for this study. Individual student interviews were subsequently carried out to further uncover potential learning outcomes. We found that students’ responses to the spaghetti game were overwhelmingly positive. Their commentary also illustrates concrete learning of many crucial teamwork processes. Finally, we discuss what makes this pedagogical innovation work and how it should be further studied
This paper looks at corporate entrepreneurship (CE) training
and proposes some insights for its e... more This paper looks at corporate entrepreneurship (CE) training and proposes some insights for its evaluation. The literature review begins by outlining what corporate entrepreneurship entails and the rationale for a firm adopting a more entrepreneurial posture. Subsequently, organizational devices for encouraging corporate entrepreneurship are explored, with a particular focus on the practice of training. Assessing the effect of training programmes leads to the question of how the programmes, especially CE programmes, can be effectively evaluated. An evaluative framework for CE training initiatives is proposed. The paper draws on evaluation principles from three fields of literature – training, adult education and entrepreneurship education. This study focuses on the ‘changes in learners’ that occur as a result of training. The evaluation insights gained from these three fields are coupled with an individualized measure of entrepreneurial orientation to present a schematic of effective CE training evaluation.
Governments are seeking to develop entrepreneurial competencies among today’s technology, science... more Governments are seeking to develop entrepreneurial competencies among today’s technology, science, and engineering graduates. However, the creation of “bilingual” graduates who have dual technical and managerial competencies is thwarted by students’inferior teamwork and interpersonal skills. In education, what is taught is inextricably bound to how it is taught (Dewey, 1916). Current pedagogies in engineering education are insufficiently adapted to student learning style needs (Felder & Silverman, 1988), and the management component of engineering education remains underdeveloped. This problem is keenly felt in one French engineering school where students struggle with a team-based innovation project. We detail efforts made to equip students with teamwork skills by using games as a pedagogical device. Student teams compete to build weight resistant structures using only spaghetti sticks and sewing thread. Their written feedback forms the primary qualitative data for this study. Individual student interviews were subsequently carried out to further uncover potential learning outcomes. We found that students’ responses to the spaghetti game were overwhelmingly positive. Their commentary also illustrates concrete learning of many crucial teamwork processes. Finally, we discuss what makes this pedagogical innovation work and how it should be further studied
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Papers by Janice Byrne
and proposes some insights for its evaluation. The literature review begins
by outlining what corporate entrepreneurship entails and the rationale
for a firm adopting a more entrepreneurial posture. Subsequently,
organizational devices for encouraging corporate entrepreneurship are
explored, with a particular focus on the practice of training. Assessing
the effect of training programmes leads to the question of how the
programmes, especially CE programmes, can be effectively evaluated. An
evaluative framework for CE training initiatives is proposed. The paper
draws on evaluation principles from three fields of literature – training,
adult education and entrepreneurship education. This study focuses on
the ‘changes in learners’ that occur as a result of training. The evaluation
insights gained from these three fields are coupled with an individualized
measure of entrepreneurial orientation to present a schematic of effective
CE training evaluation.
learning of many crucial teamwork processes. Finally, we discuss what makes this pedagogical innovation work and how it should be further studied
and proposes some insights for its evaluation. The literature review begins
by outlining what corporate entrepreneurship entails and the rationale
for a firm adopting a more entrepreneurial posture. Subsequently,
organizational devices for encouraging corporate entrepreneurship are
explored, with a particular focus on the practice of training. Assessing
the effect of training programmes leads to the question of how the
programmes, especially CE programmes, can be effectively evaluated. An
evaluative framework for CE training initiatives is proposed. The paper
draws on evaluation principles from three fields of literature – training,
adult education and entrepreneurship education. This study focuses on
the ‘changes in learners’ that occur as a result of training. The evaluation
insights gained from these three fields are coupled with an individualized
measure of entrepreneurial orientation to present a schematic of effective
CE training evaluation.
learning of many crucial teamwork processes. Finally, we discuss what makes this pedagogical innovation work and how it should be further studied