Developing Enterprise Skills through Peer-Assessed Pitch Presentations

Autor/in	Faherty, Anna
Titel	Developing Enterprise Skills through Peer-Assessed Pitch Presentations
Quelle	In: Education & Training, 57 (2015) 3, S.290-305 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-02-2014-0013
Schlagwörter	Summative Evaluation; Peer Evaluation; College Students; Evaluation Methods; Student Attitudes; Student Evaluation; Skill Development; Job Skills; Qualitative Research; Feedback (Response); Experiential Learning; Entrepreneurship; Hypothesis Testing; Foreign Countries; Questionnaires; Business; Industry; Persuasive Discourse; Public Speaking; United Kingdom + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Schulnote; Studentische Bewertung; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Qualitative Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Unternehmungsgeist; Hypothesenprüfung; Hypothesentest; Ausland; Fragebogen; Business studies; Wirtschaft; Betriebswirtschaft; Industrie; Persuasion; Persuasive Kommunikation; Vortrag; Großbritannien
Abstract	Purpose: The purpose of this paper is to investigate the impact of using summative peer assessment to develop enterprise skills within higher education. Design/methodology/approach: An empirical investigation analysing students own perceptions of the peer assessment process to evaluate its impact. Findings: Participating students indicate that peer assessment aided the achievement of an enterprise learning outcome relating to persuading and influencing. They also report developing skills that will be useful for the workplace, and identify additional learning benefits. Qualitative feedback suggests some discomfort with the inherent non-traditional instructor-learner relationship. Research limitations/implications: Acknowledging the limitations of using students' own perceptions, the narrow focus on one course and the singular experience of summative peer assessment this investigation highlights the need for additional research into the impact of pedagogies where "teachers" deliver more of a facilitation role. Practical implications: The study reinforces the need for educators to invest time and effort in explaining the processes and issues involved with peer assessment. It highlights the contribution that creative industries' educators might be able to make to the wider development of enterprise skills across higher education disciplines. Originality/value: The study contributes to two important but under-explored areas of educational research: the development of enterprise skills outside the business school and the use of peer assessment within enterprise education. It provides a case study for non-traditional assessment and identifies a key challenge associated with the emergent pedagogical approach of heutagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01