This paper discusses the challenges of entrepreneurship education in a regional Malaysian context and provides the design details of entrepreneurship modules providing a practical experience. It is argued that an active, experience-centred module delivery helps to revitalise student curiosity in entrepreneurial activities. The paper utilises the phenomenological approach to explore the contemporary challenges of entrepreneurship education and to gain a deeper insight into its contemporary complexity. The material for the phenomenological analysis is obtained by means of focus groups which are contrasted with the students’ written reflections and staff observations on teaching and learning activities in entrepreneurship modules. The findings indicate that two months timescale for studying entrepreneurship is too short because of competing priorities within the programme of study and an eclectic essence of entrepreneurship. It was also found that students believe that being supported by tutors having practical experience is motivating and reassures them about further learning. The concerns about the applicability of Western concepts of entrepreneurship education to the Malaysian context were not corroborated. It has been argued that practice-centred learning opportunities are often associated with off-campus education and take place in the ‘real world’. The suggested design for standalone entrepreneurship modules evidently ensures a rich experience for students and provides an effective springboard for developing entrepreneurial aspirations.
|Number of pages||17|
|Journal||International Journal of Management and Applied Research|
|Publication status||Published - 15 Oct 2018|
- Entrepreneurship education
- Practice-centred learning
- Video assessment