Using the case study method in undergraduate entrepreneurship education.

Abstract

Various methods are used in entrepreneurship education. However, the effectiveness of these methods in inculcating the much-needed improvement in entrepreneurial knowledge, skills, intentions, and ultimately entrepreneurial activity is underexplored in literature. Following the action research approach in an undergraduate entrepreneurship class of 165 students, the study investigated the students’ perceptions of the case method’s effectiveness in improving their entrepreneurial knowledge, skills, intentions, and ultimately entrepreneurial activity. A combination of observation methods and semi-structured interviews were used to collect qualitative data. Observation data revealed a lack of physical space for facilitator mobility and low levels of engagement by students as some of the major challenges encountered when implementing the case study method in large classes. An analysis of semi-structured interview data revealed contextual relevance, building resilience, critical thinking, innovation and creativity, entrepreneurial motivation, entrepreneurial career development, and inspiration as some of the effective contributions of using the case study method in entrepreneurship education. The study recommends that, to further enhance the effectiveness of the case study method, the environment in which case studies are applied needs to be improved to ensure that there is enough physical space for lecturer mobility and interaction with students during case-study discussions.