Abstract
This study is an effort to propose a conceptual model to measure the impact assessment of entrepreneurship pedagogic. It delineates entrepreneurship education pedagogic into four dimensions and opined specific level for each dimension. Reviewing the entrepreneurship education programme, assessment of entrepreneurship pedagogic evaluates the structure that influence growth mindset development through embedded heuristic strategies, thus, the impact on entrepreneurship knowledge and entrepreneurial capital asset context is proposed. Affirming Fayolle, Gailly, and Lassa-Clerc conceptual affinity that entrepreneurship education share with learning theories and entrepreneurship pedagogical content knowledge were conceptualized to suggest some practical realism guidelines of what insightful philosophy of teaching entrepreneurship need to achieve. With direct synthesis of relevant literature, propositions relating to entrepreneurship pedagogic structure along with the institutional connectedness and associated dimensions of entrepreneurship pedagogic assessment outcome were postulated. Also, the paper proposes the need for further assessment of specific forms of pedagogic impact on entrepreneurial human capital asset.
Highlights
The concept of assessment of entrepreneurial pedagogy can be defined as an active model of instruction that is premised through active participation of students to initiate and comprehend creativity, encourage bield thinking skills, and resourceful use of networks to activate transformative learning (Fayolle, Gailly, & Lassas-Clerc, 2006)
The concept of pedagogic framework to assess content specificity, entrepreneurial knowledge and decisional capital are quite lacking in measuring the impact on students’ growth mindset development as the foundation to capture the needed entrepreneurial knowledge and entrepreneurship human capital asset. In view of these gaps, this study proposes a conceptual model to assess the entrepreneurship education pedagogy impact along with the institutional connectedness of teacher support and career ambitions in the acquisition of entrepreneurship knowledge and entrepreneurial human capital assets outcome
This paper addresses the need for impact assessment of entrepreneurship education pedagogic
Summary
The concept of assessment of entrepreneurial pedagogy can be defined as an active model of instruction that is premised through active participation of students to initiate and comprehend creativity, encourage bield thinking skills, and resourceful use of networks to activate transformative learning (Fayolle, Gailly, & Lassas-Clerc, 2006). Scholarly exposition of Acs and Szerb (2010) attest that teaching entrepreneurship as a resource capital assets should consider its impact on students’ mindset as well as the transitive process from factor-driven and efficiency-driven stages into the holistic innovative-driven stage This encourages the mindset of entrepreneurial knowledge and effectual outcome on human capital assets and economy. The concept of pedagogic framework to assess content specificity, entrepreneurial knowledge and decisional capital are quite lacking in measuring the impact on students’ growth mindset development as the foundation to capture the needed entrepreneurial knowledge and entrepreneurship human capital asset In view of these gaps, this study proposes a conceptual model to assess the entrepreneurship education pedagogy impact along with the institutional connectedness of teacher support and career ambitions in the acquisition of entrepreneurship knowledge and entrepreneurial human capital assets outcome. Presented ahead before relevant conclusion is drawn, are the theoretical contributions and practical implications
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
