Bridging Metacompetencies and Entrepreneurship Education

Autor/inn/en	Ustav, Sirje; Venesaar, Urve
Titel	Bridging Metacompetencies and Entrepreneurship Education
Quelle	In: Education & Training, 60 (2018) 7-8, S.674-695 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-08-2017-0117
Schlagwörter	Entrepreneurship; Teaching Methods; Foreign Countries; Phenomenology; Student Attitudes; Correlation; Bayesian Statistics; Competence; Learning Processes; Attitude Change; Metacognition; International Relations; Business Administration Education; Information Science Education; College Students; Course Descriptions; Student Characteristics; Estonia + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Korrelation; Kompetenz; Learning process; Lernprozess; Attitudinal change; Einstellungsänderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Internationale Beziehungen; Informationstechnologische Bildung; Collegestudent; Kursstrukturplan; Estland
Abstract	Purpose: The purpose of this paper is to explore the concept of metacompetencies in entrepreneurship education through students' expressions of metacompetencies in their learning processes, aiming to provide assistance embedding metacompetencies in entrepreneurship education. Design/methodology/approach: The empirical study is based on qualitative data retrieved from students' reflections throughout the course, and measures the constructs of metacompetencies in parallel with the acquisition of entrepreneurship course outcomes. The phenomenological analysis is coded to apply Bayesian modelling and statistical validation measures to establish interrelations between metacompetency components and conceptual validity. Findings: Different degrees of appearance of students' metacompetencies and significant correlations between all three components of metacompetencies are identified. An empirical model of connection between metacompetencies and entrepreneurship education is created, which shows a strong relationship between students' metacompetencies and changes in attitudes, emotions, intentions and interest towards entrepreneurship. Practical implications: Practical implications are connected with the entrepreneurship course design, supporting the development of students' metacompetencies and self-awareness. Social implications: Social implications bring learners' physical participation in the courses into the spotlight, influencing students' attitudes towards entrepreneurship. Enhancing metacompetencies as a tripartite model assures that cognitive, conative and affective aspects of learning are in corresponding change. Originality/value: This paper provides a step forward from theorising metacompetencies, putting this concept in the middle of practice. The empirical model establishes a direct connection between metacompetencies and entrepreneurship education, demonstrating how students' awareness creation through metacompetencies influences changes in interest and intention towards entrepreneurship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01