Abstract:

Challenge-based learning (CBL) combines experiential learning with a specific realistic assignment, application of rules, and aspects of collaboration within teams. A specific format of CBL is student business collaboration in green venturing in which (international) student teams develop solutions to sustainably-related issues with the help of businesses. CBL can connect students with the social, environmental and business reality. CBL offers distinctive advantages when teaching sustainable entrepreneurship: it has a positive and significant effect on the entrepreneurial mindset and skills of students. Moreover, CBL improves the students’ motivation and acquisition of 21st century skills related to sustainability: it nurtures creative thinking and applies multidisciplinary knowledge in real cases. Implementing CBL involves several complexities: the open character of sustainable challenges in relation to some student’s aversion towards ambiguity; necessary flexibility at cooperation with industry partners; academic resistance to non-traditional ways of teaching; time and financial constraints to develop CBL; embedding CBL in existing curricula and new ways of grading. To overcome these complexities and make CBL successful as teaching tool for sustainable entrepreneurship, I give some implementation recommendations: it is important to create an open learning climate, in which students and businesses are well informed in advance, and have the willingness to exchange experiences. In addition, strive for long lasting business ecosystems: they can strengthen CBL-programs. Based on two European programs regarding student/business collaboration in green venturing, I discuss the preparing, designing, organizing, and assessing of CBL-projects. Organizing CBL involves three phases; (1) inform & prepare; (2) connect & co-design; and (3) implement & reflect.
In a case study, I summarize a cross-border CBL-program of sustainable entrepreneurship regarding business model innovation using design thinking using 3 lenses: the student, the didactical (university), and the business perspective. Teaching sustainable entrepreneurship using CBL requires new didactic competences. Skills development requires attentions towards self-reflection of participants, willingness to adapt, and effective facilitation. Working in international CBL-teams prepares students for an international labor market in which they have the ability to work cross-cultural and exchange experiences at a global level.

Keywords:

Challenge-based learning, student-business collaboration, sustainable entrepreneurship.