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Experiential learning activities in Experiential learning activities in undergraduate school: undergraduate school:

fostering entrepreneurship and fostering entrepreneurship and employability from the first yearemployability from the first year

Maria de Lurdes CalistoMaria de Lurdes Calisto - - Estoril Higher School for Tourism and Hotel Studies, Portugal Estoril Higher School for Tourism and Hotel Studies, Portugal lurdes.calisto@eshte.ptlurdes.calisto@eshte.ptVictor AfonsoVictor Afonso - - Estoril Higher School for Tourism and Hotel Studies, Portugal Estoril Higher School for Tourism and Hotel Studies, Portugal victor.afonso@eshte.ptvictor.afonso@eshte.pt

3rd European Conference on the First Year Experience

7th – 9th May 2008

Thursday 8 May - Parallel Session 2

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IntroductionIntroductionEntrepreneurship and entrepreneursEntrepreneurship and entrepreneursEducation policies on entrepreneurshipEducation policies on entrepreneurshipEntrepreneurship in Cascais municipalityEntrepreneurship in Cascais municipalityEntrepreneurship and higher educationEntrepreneurship and higher educationEntrepreneurship educational project at Entrepreneurship educational project at

ESHTEESHTEResearch: methodology, results, limitationsResearch: methodology, results, limitationsConclusionsConclusions

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Experiential learning activities in undergraduate school:Experiential learning activities in undergraduate school:fostering entrepreneurship and employability from the first yearfostering entrepreneurship and employability from the first year

AGENDAAGENDA

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IntroductionIntroduction

Entrepreneurship is of vital importance to the Entrepreneurship is of vital importance to the employability of European youngsters. employability of European youngsters.

The education system has a crucial role in providing the The education system has a crucial role in providing the competences that individuals need to adapt to change. competences that individuals need to adapt to change.

GoalsGoals– To discuss the theoretical and situational foundations, and To discuss the theoretical and situational foundations, and

the design, of an entrepreneurship educational project the design, of an entrepreneurship educational project developed by ESHTE’s first year students. developed by ESHTE’s first year students.

– To study the perception of students regarding the impact To study the perception of students regarding the impact of the activities on their induction, on the acquisition of of the activities on their induction, on the acquisition of management and entrepreneurship competences, on their management and entrepreneurship competences, on their academic success and employability potential.academic success and employability potential.

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Entrepreneurship and Entrepreneurship and EntrepreneursEntrepreneurs Process of creating something with value by:Process of creating something with value by:

– devoting the necessary time and effort, devoting the necessary time and effort,

– assuming the accompanying financial, psychic, and assuming the accompanying financial, psychic, and socialsocial

risks, and risks, and

– receiving the resulting rewards of monetary and receiving the resulting rewards of monetary and personal satisfaction and independence’ personal satisfaction and independence’ (Hisrich, 2005).(Hisrich, 2005).

Interaction of different skills, knowledge, Interaction of different skills, knowledge, affective factors and personal qualities affective factors and personal qualities (European (European Commission, 2004).Commission, 2004).

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Education policies on Education policies on entrepreneurshipentrepreneurship

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Importance of entrepreneurship: Importance of entrepreneurship:

– it contributes to job creation and growth; it contributes to job creation and growth; – increases competitiveness; increases competitiveness; – unlocks personal potential; and, unlocks personal potential; and, – contributes to society - through contributes to society - through eco-efficiencyeco-efficiency and and

social cohesion social cohesion (European Commission, 2003).(European Commission, 2003).

February 2006 - a set of recommendations February 2006 - a set of recommendations on entrepreneurship education were outlined on entrepreneurship education were outlined by the E.C.by the E.C.

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Entrepreneurship in Cascais Entrepreneurship in Cascais municipalitymunicipality

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In Portugal the In Portugal the concern with concern with entrepreneurship entrepreneurship stretches to local stretches to local authorities. authorities.

September 2006: September 2006: Cascais Municipality Cascais Municipality created DNA Cascais created DNA Cascais Agency to develop Agency to develop the ‘DNA the ‘DNA Entrepreneur Entrepreneur Ecosystem’.Ecosystem’.

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Entrepreneurship in Cascais Entrepreneurship in Cascais municipalitymunicipality

4

In its first year the DNA Cascais Agency…In its first year the DNA Cascais Agency…

– ……established contacts with 300 potential established contacts with 300 potential entrepreneurs. entrepreneurs.

– 150 projects were presented by entrepreneurs, 150 projects were presented by entrepreneurs, representing 20 million euros of investment intentions. representing 20 million euros of investment intentions.

– 32 new businesses were implemented – 32 new businesses were implemented – more than 6.7 million euros invested and more than 6.7 million euros invested and 138 new jobs created, most of them in the tourism 138 new jobs created, most of them in the tourism

sector.sector. (Andrez, 2007)(Andrez, 2007)

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Entrepreneurship in Cascais Entrepreneurship in Cascais municipalitymunicipality

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The Estoril Higher Institute for Tourism and The Estoril Higher Institute for Tourism and Hotel Studies (ESHTE) has been one of DNA’s Hotel Studies (ESHTE) has been one of DNA’s partners since the creation of the agency. partners since the creation of the agency.

ESHTE’s concern with entrepreneurship goes ESHTE’s concern with entrepreneurship goes further than this partnership.further than this partnership.

In 2006 the theme was included in the In 2006 the theme was included in the curricula of 4 of its 5 undergraduate courses. curricula of 4 of its 5 undergraduate courses.

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For some time entrepreneurship was For some time entrepreneurship was considered un-teachable.considered un-teachable.

International experience demonstrates that International experience demonstrates that elements of entrepreneurship can be taught elements of entrepreneurship can be taught and learned and learned (Gottleib and Ross, 1997).(Gottleib and Ross, 1997).

Entrepreneurial skills and behaviours can Entrepreneurial skills and behaviours can generally be developed and acquired generally be developed and acquired (Timmons (Timmons at al., 1985).at al., 1985).

Entrepreneurship and Entrepreneurship and higher educationhigher education

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Entrepreneurship education should not be Entrepreneurship education should not be taught from a traditional lecture-centred taught from a traditional lecture-centred perspective perspective (Gibb, 2002).(Gibb, 2002).

‘‘Experiential education can be defined as Experiential education can be defined as immersing students in an activity (ideally, immersing students in an activity (ideally, closely related to course material) and then closely related to course material) and then asking for their reflection on the experience’ asking for their reflection on the experience’ (Stevens and Richards, 1992).(Stevens and Richards, 1992).

An experiential activity has some special An experiential activity has some special features.features. ((Anthony Anthony et al.et al.,1990),1990)

Entrepreneurship and Entrepreneurship and higher educationhigher education

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The entrepreneurship The entrepreneurship educational project ateducational project at ESHTEESHTE It started in 2006 within It started in 2006 within Business Business

Management. Management.

4 Courses:4 Courses:– Hotel ManagementHotel Management– Cookery and Food ProductionCookery and Food Production– Leisure Management and Tourism EntertainmentLeisure Management and Tourism Entertainment– Tourism ManagementTourism Management

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The entrepreneurship The entrepreneurship educational project ateducational project at ESHTEESHTE 4 Phases:4 Phases:

1.1. 6 hours immersion session on 6 hours immersion session on entrepreneurshipentrepreneurship

2.2. 1 week for the start-up of a mini-company1 week for the start-up of a mini-company

3.3. The Entrepreneurship FairThe Entrepreneurship Fair

4.4. Reflection and self-evaluationReflection and self-evaluation

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The entrepreneurship The entrepreneurship educational project ateducational project at ESHTE: students voiceESHTE: students voice

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“The immersion session before the Fair allowed us to stimulate an ‘entrepreneurial reasoning’ and use it even in non-academic contexts.”Maria L.

“On December 19th, I woke up at 5 a.m. joyfully to bake the muffins…”Rodrigo M.

“In my opinion the Entrepreneurship Fair was an excellent initiative due to the experience it offered me. It was a rewarding challenge in terms of learning.”Paulo C.

“I learnt that being an entrepreneur means getting out of boundaries.”Amélia P.

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The entrepreneurship The entrepreneurship educational project ateducational project at ESHTE: students voiceESHTE: students voice

6“Undoubtedly a fruitful experience, in terms of discovering and developing an entrepreneurship spirit in this new academic generation.”Matilde M.

“I will remember this experience all my life because, on top of having a lot of fun, we did something unique and unforgettable.”Patrícia M.

Not only the Fair but all the activities before it, like the immersion session, were of great interest and everyone enjoyed them.

It allowed me to learn about the entrepreneurship spirit that must be present in all of us and taught me that if we want to stand out, in any activity or area of our lives, we must think ‘outside the box’.Margarida A.

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Research methodologyResearch methodology

Population: 1st year students of Business Population: 1st year students of Business Management that participated in the project Management that participated in the project (December 2007)(December 2007)

Sampling by convenience: 64 from 80 students Sampling by convenience: 64 from 80 students responded to the questionnaireresponded to the questionnaire

Age: 18 to 51 (Mo=20 years old)Age: 18 to 51 (Mo=20 years old) Gender: 64% Female and 36% MaleGender: 64% Female and 36% Male QuestionnaireQuestionnaire7

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Research methodologyResearch methodology

Questionnaire:Questionnaire:

– Applied 1 week after the eventApplied 1 week after the event– Respondents anonymousRespondents anonymous– 8 items grouped into 4 categories8 items grouped into 4 categories

Biographical questions (2)Biographical questions (2) Benefits of the experiential education activity (3)Benefits of the experiential education activity (3) Importance to students’ induction and academic Importance to students’ induction and academic

success (2)success (2) Benefits to career decision making/employability (1)Benefits to career decision making/employability (1)

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Research resultsResearch results

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Graph 1 - Students' perception on the results of ESHTE's Entrepreneurship Project (Mode)

1 2 3 4 5

F

E

D

C

B

A

Level of Agreement/Disagreement

Desagree Neither agree nor disagree

Agree Strongly agree

Sronglydesagree

A ESHTE's Entrepreneurship Project develops relevant competences to improve employability

B Education methodology used in the Project facilitates the acquisition of entrepreneurship competences

C Education methodology used in the Project facilitates the acquisition of management competences

D Education methodology used in the Project motives learning in the subject Business Management

E Participation in ESHTE's Entrepreneurship Project improves contacts network within the school community

F Participation in ESHTE's Entrepreneurship Project allows better identification with the culture of the school

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Research resultsResearch results

71 2 3 4 5

Foreign Languages

Finance

Management

Social Sciences

Tech Areas

InformationTechnology

Scie

ntifi

c A

reas

Graph 2 - Importance of Entrepreneurship to Academic success by scientific areas (Mode)

Neutral Important Very Important

Of littleimportance

Not at all important

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Research limitationsResearch limitations

Questionnaire was not sufficiently Questionnaire was not sufficiently comprehensive.comprehensive.

Some pertinent questions were not included.Some pertinent questions were not included.

It is not adequate to draw conclusions on the It is not adequate to draw conclusions on the probability of students following the path to probability of students following the path to entrepreneurship and self-employment.entrepreneurship and self-employment.7

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Conclusions and implication Conclusions and implication for future researchfor future research

The design of the project reflects the goals and features The design of the project reflects the goals and features identified as important in the literature review on identified as important in the literature review on entrepreneurship education.entrepreneurship education.

Considering students’ perceptions, we concluded that:Considering students’ perceptions, we concluded that:– Experiential education methodology is considered Experiential education methodology is considered

motivating by undergraduate students;motivating by undergraduate students;– Entrepreneurship competences are considered important Entrepreneurship competences are considered important

to academic success in other scientific areas, not directly to academic success in other scientific areas, not directly related to management;related to management;

– Experiential education in entrepreneurship is considered Experiential education in entrepreneurship is considered to improve employability.to improve employability.

Results are coincident with the advantages of experiential Results are coincident with the advantages of experiential learning in higher education.learning in higher education.

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Conclusions and implication Conclusions and implication for future researchfor future research

Future researchFuture research– Explain possible gender differences in what concerns Explain possible gender differences in what concerns

the results of an entrepreneurship experiential the results of an entrepreneurship experiential education activity.education activity.

– Study the impact of such a project in students’ Study the impact of such a project in students’ intentions towards self-employment comparatively to intentions towards self-employment comparatively to students that did not participate in such a project, students that did not participate in such a project, and comparatively to students from other courses and comparatively to students from other courses and schools.and schools.8