Analyzing the Expected Learning Outcomes of Entrepreneurship  Business Plan Development Activities Using Bloom’s Taxonomy

Jacob Dean Wheadon; Nathalie Duval-Couetil

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Assessment
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 18
Page Numbers: 23.195.1 - 23.195.18
DOI: 10.18260/1-2--19209
Permanent URL: https://strategy.asee.org/19209
Download Count: 1943

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Paper Authors

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Jacob Dean Wheadon Purdue University

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Nathalie Duval-Couetil Purdue University, West Lafayette orcid.org/0000-0002-0260-0208

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Nathalie Duval-Couetil is the Director of the Certificate in Entrepreneurship and Innovation Program, Associate Director of the Burton D. Morgan Center for Entrepreneurship, and an Associate Professor in the Department of Technology Leadership and Innovation at Purdue University. Duval-Couetil is responsible for the launch and development of the university’s multidisciplinary undergraduate entrepreneurship program which enrolls over 1000 students from all majors. As part of the program, she has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives. Her research has focused on the assessment of entrepreneurship education, the impact of entrepreneurship education on engineering students, IP policy as it relates to undergraduates, and women and leadership. Prior to her work in academia, Duval-Couetil spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She was recently elected to the board of the United States Association for Small Business and Entrepreneurship in the position of Vice President for Research. She received a BA from the University of Massachusetts at Amherst, an MBA from Babson College, and MS and PhD degrees from Purdue University.

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Abstract

Experiential Learning in Entrepreneurship Education and Bloom’s TaxonomyIn order to equip engineering students with the skills they need to succeed in today’s turbulenteconomy, engineering programs are increasingly offering some form of entrepreneurship trainingto their students. One characteristic of entrepreneurship education is that it often comprisesexperiential learning activities, designed to increase students’ self-efficacy and proficiency inentrepreneurship. In some cases, these activities have been described as being as or moreeffective and valuable than traditional classroom learning. However, the outcomes ofexperiential activities in entrepreneurship education can be difficult to measure because theycover a wide range of topics and skills, ranging from product innovation to businessdevelopment. Before the effectiveness of experiential learning activities can be measured, theyneed to be organized and classified. This paper attempts to do so by categorizing commonexperiential activities in entrepreneurship education using Bloom’s revised taxonomy, which hasbeen used by scholars as framework to classify activities and outcomes into different knowledgeand cognitive process dimensions. The knowledge dimension of the taxonomy consists offactual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensionbreaks the different types of knowledge into categories that describe what students are able to doas a result of the activity such as understand, apply, analyze, evaluate, or create. In this paper,entrepreneurship education activities from current entrepreneurship courses and literature areplaced into these cognitive process and knowledge dimensions. In addition to these, activitieswill be separated into different content areas (general business skills, leadership, opportunityrecognition, ideation, etc.). This will allow entrepreneurship educators to see what activities areavailable for particular tasks and the nature of the knowledge they provide students. This willfacilitate future studies that seek to compare the effectiveness of different activities in a moremeaningful way.

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Wheadon, J. D., & Duval-Couetil, N. (2013, June), Analyzing the Expected Learning Outcomes of Entrepreneurship Business Plan Development Activities Using Bloom’s Taxonomy Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19209

TY  - CPAPER
AB  -                Experiential Learning in Entrepreneurship Education                              and Bloom’s TaxonomyIn order to equip engineering students with the skills they need to succeed in today’s turbulenteconomy, engineering programs are increasingly offering some form of entrepreneurship trainingto their students. One characteristic of entrepreneurship education is that it often comprisesexperiential learning activities, designed to increase students’ self-efficacy and proficiency inentrepreneurship. In some cases, these activities have been described as being as or moreeffective and valuable than traditional classroom learning. However, the outcomes ofexperiential activities in entrepreneurship education can be difficult to measure because theycover a wide range of topics and skills, ranging from product innovation to businessdevelopment. Before the effectiveness of experiential learning activities can be measured, theyneed to be organized and classified. This paper attempts to do so by categorizing commonexperiential activities in entrepreneurship education using Bloom’s revised taxonomy, which hasbeen used by scholars as framework to classify activities and outcomes into different knowledgeand cognitive process dimensions. The knowledge dimension of the taxonomy consists offactual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensionbreaks the different types of knowledge into categories that describe what students are able to doas a result of the activity such as understand, apply, analyze, evaluate, or create. In this paper,entrepreneurship education activities from current entrepreneurship courses and literature areplaced into these cognitive process and knowledge dimensions. In addition to these, activitieswill be separated into different content areas (general business skills, leadership, opportunityrecognition, ideation, etc.). This will allow entrepreneurship educators to see what activities areavailable for particular tasks and the nature of the knowledge they provide students. This willfacilitate future studies that seek to compare the effectiveness of different activities in a moremeaningful way.
AU  - Jacob Dean Wheadon
AU  - Nathalie Duval-Couetil
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Analyzing the Expected Learning Outcomes of Entrepreneurship  Business Plan Development Activities Using Bloom’s Taxonomy
UR  - https://strategy.asee.org/19209
DO  - 10.18260/1-2--19209
ER  -