Purpose

Entrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.

Design/methodology/approach

This paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.

Findings

Analysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.

Originality/value

First, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

中文翻译：

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不断发展的学生关于负责任创业的观念：课堂实验

目的

创业教育奖学金最近面临着一项挑战，即观察创业课堂内部发生的事情，以评估学生真正在学习什么。本文基于对负责任创业的 3 小时学习活动的构建和分析，根据布鲁姆修订后的教育目标分类法，重点关注所开展的活动和学生所学到的知识。

设计/方法/方法

本文基于对 151 名本科生的一系列学习活动进行的干预前/干预后评估。在课前和课后，学生们被要求给出负责任创业的定义。他们还被要求反思从一开始发生了什么变化。

发现

对学生前后定义的分析显示了他们对负责任的创业概念的标准化。该结果证实达到了本课程的学习目标。尽管如此，将 Bloom 修订后的分类法应用于学生的反思可以进行更细致的解释。分析确实表明，一些学生表现出相对肤浅的学习，而另一些学生则表现出更深层次的反思能力。

原创性/价值

首先，本文通过展示将布鲁姆修订后的分类法用于教学和研究目的的相关性，为创业教育文献做出了贡献。其次，它提出了一套关于负责任创业的创新学习活动，这些活动可以在其他教育环境中轻松复制。第三，它显示了询问学生他们学到了什么以及通过课堂活动给他们带来了什么改变的重要性。