Abstract
The aim of this paper is to investigate the implications of Challenge-Based Learning programs on entrepreneurial skills, and on the mindset and intentions of university students, through a quantitative approach. Resorting to an original database, we analyzed the pre- and post-levels of entrepreneurial skills, mindset and intention of 127 students who attended a Challenge-Based Learning program. Results show a positive and significant effect of Challenge-Based Learning programs on the entrepreneurial mindset and skills—that is, financial literacy, creativity, and planning—of the students.
Highlights
Effects of Challenge-Based LearningApart from education and teaching, universities have expanded their roles, since the end of the 20th century, with the introduction of the “Third Mission”, which was devised to contribute to cultural, social, and economic development through knowledge and technology transfer activities (Etzkowitz et al 2000; Ricci et al 2019; Colombelli et al 2021a).On parallel ground, the European Commission has recognized entrepreneurship as one of the eight key competences for citizens as a whole to promote personal development and social development, to ease entrance into the job market, and to create new ventures or scale existing ones (Bacigalupo et al 2016)
As far as financial literacy is participation conwhich both increased by 0.22 points
As far as financial literacy is concerned, cerned, participation in the challenge led to a greater increase than for the previous variin the challenge led to a greater increase than for the previous variables
Summary
Effects of Challenge-Based LearningApart from education and teaching, universities have expanded their roles, since the end of the 20th century, with the introduction of the “Third Mission”, which was devised to contribute to cultural, social, and economic development through knowledge and technology transfer activities (Etzkowitz et al 2000; Ricci et al 2019; Colombelli et al 2021a).On parallel ground, the European Commission has recognized entrepreneurship as one of the eight key competences for citizens as a whole to promote personal development and social development, to ease entrance into the job market, and to create new ventures or scale existing ones (Bacigalupo et al 2016). The European Commission, through the ENTRECOMP framework, is advocating more entrepreneurship education at all levels of education, to fill the population with the skill to “turn ideas into actions, ideas that generate value for someone other than for oneself.”. In this framework, universities have implemented a broad range of entrepreneurial activities, such as entrepreneurship education (EE), support for the creation and growth of new ventures and intrapreneurship in existing organizations (Baruah and Ward 2014; Ricci et al 2019).
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