Page 107 - guidance-supporting-europe-s-aspiring-entrepreneurs-policy-and-practice-to-harness-future-potential

Guidance supporting Europe’s aspiring entrepreneurs
Policy and practice to harness future potential

therefore improve their decision-making skills, which are necessary for any
entrepreneur.
Our research shows that under- and postgraduate level courses and
modules on entrepreneurship use the following practical teaching methods to
stimulate learning and the student career exploration:
• case study based assignments and course work;
• group assignments to plan and launch a new business;
• real-life assignments for companies;
• development and assessment of business plans and strategies;
• business simulations and games;
• visits by entrepreneurs and visits to companies;
• observations and shadowing senior managers and entrepreneurs;
• work placements in start-up companies.
These teaching methods are typically combined with lectures and more
traditional forms of teaching. Examples of courses which are purely theoretical or
practical in their approach can also be found, but there is a clear shift in focus
towards practical approaches (e.g. European Commission, 2008a; Herrmann et
al., 2008; Volkmann et al., 2009).
Action-oriented, interactive teaching pedagogies methods are already
prevalent in HEIs across Europe, but are seen as comparatively new and
innovative in countries such as the Baltic States. The extent to which such
methods are integrated into curricular or extra-curricular education opportunities
varies. Some of these approaches are discussed next:
(a) case studies, practical group work and assignments for companies;
(b) internships and shadowing opportunities;
(c) ‘fully’ entrepreneurial delivery models;
(d) business simulations and games, and the role of new media channels.

4.2.1. Case studies, practical group work and assignments for companies
It is increasingly common for HEIs to use the ‘business cases method’ in
association with businesses and entrepreneurs; examples were found in most
European countries. When businesses provide students with real business
problems to solve, the learning becomes mutual as the students learn from the
practical experience and contacts, and the company gains further insight and a
different perspective from the students. This also helps to build cooperation
between established businesses and the prospective entrepreneurs. The method
can result in better quality entrepreneurship learning for students and the
possibility of gaining further perspectives in practical business problem-solving.

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