Abstract:

Entrepreneurship education (EE) continues to be a growing part of higher education studies globally and it is implemented with different entrepreneurial methods. EE produces learning outcomes (LO), intended or unintended. In the tripartite model of learning, the main domains of learning are cognitive, psychomotor, and affective. Traditionally, mostly cognitive LO are measured in higher education. However, entrepreneurship is not solely about knowledge and skills – it involves developing attitudes, values and emotions. Affective LO are emotions-based LO and they are closely tied to student motivation and engagement as well as increased participation and commitment. My research question is “What kind of affective learning outcomes are students expressing during and immediately after an international entrepreneurship education event using entrepreneurial methods?”

Studies have revealed various affective learning outcomes in entrepreneurship education. Some researchers have measured the LO of EE using a tripartite framework and discovered that all these different LO are significantly intercorrelated. Research indicates that the effects of EE programs on attitudes and behavior are mixed, with studies showing both positive and negative results. he way entrepreneurship is taught significantly influences the impact of EE. Studies have shown that LO of EE are consistently higher when a practice-oriented teaching approach is used. They also highlight the need for practical experience in the EE teaching process, whether through prior entrepreneurial efforts or practical-oriented EE activities.

My paper is based on an ethnographic case study, which was conducted during one-week intensive international EE event with four students of university of applied science. The data was collected by using observation, discussion and reflections with these preselected students and analyzed my field notes and their oral and written comments and reflections.

This study contributes to a better understanding of affective LO in EE in higher education. Despite their significance, this area remains under-researched. Acknowledging affective LO in EE is crucial because it addresses the comprehensive development of students, including their motivation, resilience, ethical standards, interpersonal skills, and innovative thinking. The study identifies affective LO expressed by students during and after an international EE event, noting changes in behavior and self-confidence. It highlights growth in teamwork, adaptability, and composure under pressure, emphasizing key entrepreneurial skills. Cultural differences underscored the need for adaptability in multicultural settings. Creative tasks pushed students out of their comfort zones, fostering resilience and leadership. These findings are valuable for planning and evaluating EE practices. However, the context-dependence of these outcomes must be considered. With findings of this study, we can create a better understanding of affective LO and it helps us to create more effective and perhaps even more meaningful EE practices in higher education.

Keywords:

Entrepreneurship education, qualitative research, ethnography, affective learning outcomes, entrepreneurial methods.