@article{TiberiusWeyland2024,
  author    = {Tiberius, Victor and Weyland, Michael},
  title     = {Enhancing higher entrepreneurship education: insights from practitioners for curriculum improvement},
  series = {The International journal of Management Education},
  volume    = {22},
  journal   = {The International journal of Management Education},
  number    = {2},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1472-8117},
  doi       = {10.1016/j.ijme.2024.100981},
  year      = {2024},
  abstract  = {Curricula for higher entrepreneurship education should meet the requirements of both a solid theoretical foundation and a practical orientation. When these curricula are designed by education specialists, entrepreneurs are usually not consulted. To explore practitioners' curricular recommendations, we conducted 73 semi-structured interviews with entrepreneurs with at least five years of professional experience. We collected 49 items for teaching and learning objectives, 37 for contents, 28 for teaching methods, and 17 for assessment methods. The respondents are convinced that students should acquire solid knowledge in business and management, legal issues, and entrepreneurship. For the latter, only some core aspects are provided. The entrepreneurs put greater emphasis on entrepreneurial skills and attitudes and consider experiential learning designs as most suitable, both in the secure setting of the classroom and in real life. The findings can help reflect on current entrepreneurship curriculum designs.},
  language  = {en}
}
@article{TiberiusWeyland2024,
  author    = {Tiberius, Victor and Weyland, Michael},
  title     = {Improving curricula for higher entrepreneurship education},
  series = {Education sciences},
  volume    = {14},
  journal   = {Education sciences},
  number    = {2},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {2227-7102},
  doi       = {10.3390/educsci14020130},
  pages     = {1 -- 17},
  year      = {2024},
  abstract  = {Existing curricula for entrepreneurship education do not necessarily represent the best way of teaching. How could entrepreneurship curricula be improved? To answer this question, we aim to identify and rank desirable teaching objectives, teaching contents, teaching methods, and assessment methods for higher entrepreneurship education. To this end, we employ an international real-time Delphi study with an expert panel consisting of entrepreneurship education instructors and researchers. The study reveals 17 favorable objectives, 17 items of content, 25 teaching methods, and 15 assessment methods, which are ranked according to their desirability and the group consensus. We contribute to entrepreneurship curriculum research by adding a normative perspective.},
  language  = {en}
}