Abstract:

Self-assessment is used in a variety of forms to assess the quality of individual, organization and program activities. Assessing the competence is a complex undertaking. However, competence measurement tools are needed to set goals for and monitor the development of any competence, including the entrepreneurship competence (ASTEE, 2014). Measuring entrepreneurship competence, including competencies that are related to entrepreneurial mindset, is a relatively new initiative. With regard to entrepreneurship competence, including entrepreneurial mindset, there are examples of the assessment of individual sub-competencies, such as, for example, opportunity identification competencies (Baggen, 2017) that cannot be considered as a comprehensive self-assessment model. Lately, there are few attempts to fill this gap by Baert and Camertijn (2007, also used in the study by Kyndt & Baert, 2015), Tang, Kacmar and Busenitz (2010), Lans and his colleagues (2010), ASTEE (2014), and Kyndt and Baert (2015) who all aimed to assess a broader set of entrepreneurship competencies, relevant to entrepreneurs in different settings.

The current study aims to pilot a self-assessment tool of entrepreneurship competence and identify the impact of the entrepreneurship course for participating students.

The self-assessment data were collected twice, at the beginning and the end of the course during two different entrepreneurship courses with n=48 bachelor and n=29 master students. The assessment questionnaire was designed as a part of Estonian Entrepreneurship Education Development Program Edu&Tegu. The questionnaire based on the Estonian Entrepreneurship Competence model and consisted of three different types of questions:
1) self-evaluation questions using a 5-point Likert scale,
2) open and
3) binary choice questions.

The results of the first data-gathering round were introduced and discussed with the students (n=48) and the students were asked to reflect on the results as well as on the self-assessment instrument.

Finally, the data were analyzed using MS Excel, and SPSS, specifically correlation analysis, internal consistency reliability evaluation were carried through to achieve research aim. Different socio-demographic characteristics were used to understand whether the respondents’ self-rated entrepreneurship competencies distinguish according to their previous entrepreneurial experience. Students’ reflections and feedback were used during the analysis to interpret the quantitative data. The results highlighted the changes that were consistent with the content and focus of learning during the courses. Some differences between male and female respondents in initiation, creativity and business competence scores were identified. The correlation was the highest between creativity and initiation, creativity and communication, creativity and planning, and, environment and financial literacy. The sub-competence ethics and sustainability distinguished remarkably from the other sub-competencies and didn't correlate with the others.

Further study will help to identify the constraints and concerns about the usability of the instrument and uncover the main reasons behind the changes in assessment.

The study results contribute to the further development of the self-assessment instrument and allow to indicate more detail connections between learning methods and expected outcomes. Also, to find the better match in developmental needs of learners’ competencies.

Keywords:

Entrepreneurship competence, self-assessment, learning.