Exploring entrepreneurship education using project-based learning in a business management programme at a Canadian college

• Main Author: Kennedy, K.
• Other Authors: Kelm, Kathleen
• Published: University of Liverpool 2018
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.755646

Entrepreneurship is a key driver of our Canadian economy. Statistics Canada states that almost 20% of all jobs in Canada are created by small businesses and self-employment. In order to ensure a steady supply of qualified entrepreneurs for our labour markets, educators must be able to provide support and resources to their students that will enable their new businesses to succeed and in turn boost our economy. This is where entrepreneurial education can play a powerful role in creating a continuous and competent supply of entrepreneurs supporting strong economic growth in the Canadian economy. Attempting to ensure consistent entrepreneurial growth, the Alberta Provincial Government prompted changes in post-secondary education by mandating colleges to provide more effective entrepreneurial learning environments for their students. Olds College, a small rural college in central Alberta accepted the Alberta Provincial Governments challenge, opening the door for a research opportunity which would test the plausibility of a proposed programme change. A formative research methodology was deemed the most appropriate methodology to use in this research opportunity which examined the plausibility of a change in teaching method within the business management programme at Olds College, in Alberta, Canada. This research study served two purposes: 1) To develop a learning model and decision matrix tool built upon existing literature to help better understand effective entrepreneurial teaching and learning. 2) To test the plausibility of successfully implementing a project-based teaching method into the business management diploma programme at Olds College. The plausibility of successful implementation of this teaching method was tested through a pilot project which spanned over a three-year period, collecting data through semi-structured interviews, surveys, observations, and analysis of peer-reviewed research and other scholarly literature. The formative research method provided ongoing results that informed continuous improvement changes as the three iterations of the study were completed. The data gathered from the student, instructor and leadership surveys and interviews delivered valuable feedback that informed the decision-making process and provided the incentive to move forward with Entrepreneurial Learning – Kennedy 2017 3 business management programme changes. The implementation of a project-based Pedagogy for the Business Management diploma programme at Olds College, started in the 2017/2018 academic year providing an entrepreneurial focus for the business programme and ensuring a better fit within the organization's strategic plan.