TY  - JOUR
A1  - Tiberius, Victor
A1  - Weyland, Michael
T1  - Identifying constituent elements of entrepreneurship curricula
BT  - a systematic literature review
JF  - Administrative sciences
N2  - Entrepreneurship education research has a strong “output” focus on impact studies but pays much less attention to the “inside” or process perspective of the way entrepreneurship education occurs. In particular, the scattered previous entrepreneurship curriculum research has not managed to provide a current and comprehensive overview of the curricular elements that constitute entrepreneurship education. To overcome this shortcoming, we aim to identify the teaching objectives, teaching contents, teaching methods, and assessment methods discussed in entrepreneurship curriculum research. To this end, we conducted a systematic literature review on the four entrepreneurship curriculum dimensions and collected all mentioned curriculum items. We used a two-stage coding procedure to find the genuinely entrepreneurship-specific items. Among numerous items (also from business management and other subjects), we found 26 objectives, 34 contents, 11 teaching methods, and 7 assessment methods that were entrepreneurship-specific. Most of these items were addressed by only a few scholarly papers.
KW  - assessment methods
KW  - curriculum
KW  - entrepreneurship education
KW  - teaching contents
KW  - teaching methods
KW  - teaching objectives
Y1  - 2023
U6  - https://doi.org/10.3390/admsci14010001
SN  - 2076-3387
VL  - 14
IS  - 1
PB  - MDPI
CY  - Basel
ER  - 
TY  - JOUR
A1  - Tiberius, Victor
A1  - Weyland, Michael
A1  - Mahto, Raj V.
T1  - Best of entrepreneurship education?
BT  - a curriculum analysis of the highest-ranking entrepreneurship MBA programs
JF  - The international journal of management education
N2  - Entrepreneurship education has gained widespread attention in both education practice and research over the past three decades. However, whereas research has a strong focus on its effects and many normative concepts exist, little is known about how entrepreneurship is actually taught. To address this research gap, we conduct a curriculum analysis of the 50 best programs in entrepreneurship, according to the 2018 Financial Times ranking “Top MBAs for Entrepreneurship 2018”. In particular, we examine their objectives, learning contents and teaching as well as assessment methods as four major dimensions of a graduate entrepreneurship curriculum. The results show that the programs are primarily business and management programs, with a comparatively small share of entrepreneurship itself. Entrepreneurship-specific goals are entrepreneurial attitudes and competences, such as entrepreneurial leadership, entrepreneurial mindset, entrepreneurial skills, opportunity creation, opportunity identification, and transforming uncertainty into opportunity. The learning contents also focus on business, management, and law, whereas the contents relating to entrepreneurship include entrepreneurial failure, entrepreneurial management, entrepreneurial thinking, and entrepreneurship in general. Teaching methods are mainly the ones usually found in higher education, with business plans and prototyping as additional entrepreneurial ones. Assessment methods do not differ from those in business and management education.
KW  - entrepreneurship education
KW  - curriculum analysis
KW  - ranking
KW  - best practice
Y1  - 2022
U6  - https://doi.org/10.1016/j.ijme.2022.100753
SN  - 1472-8117
SN  - 2352-3565
VL  - 21
IS  - 1
PB  - Elsevier
CY  - Amsterdam
ER  -