National Entrepreneurship Assessment Review ( NEAR) 2021

National Entrepreneurship Assessment Review 2021

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Entrepreneurship education literature notes that assessment practice is an important consideration and that it has been somewhat neglected by researchers (Morselli, 2019; Kenny & Moylan, 2017; Pittaway & Edwards, 2012; Gibb, 1998). Assessment depends on: forms of entrepreneurship education (about, for, through and embedded); the theme of the programme or module (e.g. food entrepreneurship, creative entrepreneurship, technology entrepreneurship); the learning outcomes desired, the underlying disciplinary stance (even between disciplines); and, the educational philosophy applied by the educator. To understand assessment practice in entrepreneurship, we need to observe actual practice through empirical research and do so in a comprehensive way to appreciate the different forms and types that entrepreneurship education might take.

You are invited to take part in a research survey for the NEAR 2 (National Entrepreneurship Assessment Review) project. The project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education for CEEN (Campus Entrepreneurship and Enterprise Network). This is a follow up study from the original NEAR research in 2016. The aim of the original NEAR research in 2016 was to complete a review of the assessment practices of entrepreneurship educators across all disciplines and faculties in Higher Education in Ireland. A survey for entrepreneurship educators was developed and disseminated to educators in all HEIs in Ireland. Student focus groups were conducted to gain a student perspective on assessment practice in Entrepreneurship.

The aim of the NEAR 2 proposal is to complete a longitudinal review of assessment practice in Entrepreneurship Education (EE).

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* 1. What Higher Education Institute are you affiliated with?

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* 2. What is the highest level of education you have completed?

Bachelor Level 8

Masters Level 9

PhD Level 10

Other (please specify)

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* 3. How many years have you been lecturing?

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* 4. How many years have you been lecturing entrepreneurship?

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* 5. Have you ever been self employed?

Yes

No

If yes, please specify

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* 6. Have you previously worked in industry?

Yes

No

If yes, please specify

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* 7. Have you experience as external examiner for other HEIs?

Yes

No

If yes, please give brief details of modules, programmes and HEI.

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* 8. Have you acted as external examiner for entrepreneurship modules?

Yes

No

If yes, please give brief detials of modules, programmes and HEI

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* 9. What entrepreneurship modules are you delivering in the current academic year 2020/2021? (Please add one module at a time)

Module 1 Name

Level (NFQ 6,7,8,9,10 or other)

Discipline(s) delivered to

Average number of Students

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* 10. What entrepreneurship modules are you delivering in the current academic year 2020/2021?

Module 2 Name

Level (NFQ 6,7,8,9,10 or other)

Discipline(s) delivered to

Average number of students

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* 11. What entrepreneurship modules are you delivering in the current academic year 2020/2021?

Module 3 Name

Level (NFQ 6,7,8,9,10 or other)

Discipline(s) delivered to

Average number of students

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* 12. What entrepreneurship modules are you deliverying in the current academic year 2020/2021?

Module 4 Name

Level (NFQ 6,7,8,9,10 or other)

Discipline(s) delivered to

Average number of students

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* 13. What entrepreneurship modules are you delivering in the current academic year 2020/2021?

Module 5 Name

Level (NFQ 6,7,8,9,10 or other)

Discipline(s) delivered to

Average number of students

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* 14. Thinking about the total number of entrepreneurship modules you teach, what is the percentage breakdown between teaching 'for', 'about' 'through' or 'embedded' ?
‘About” -driven by a desire to raise awareness or share knowledge and are often content or subject led
“For” approaches tend to engage students in tasks, activities and projects that enable them to acquire key skills and competencies
“Through” approaches allows actual practice of entrepreneurship in “safe” conditions
“Embedded” or “in” type- educational practice is typically embedded within courses focused on other disciplines or subjects. ´for example, by converting a course in Engineering so that considers aspects of commercialisation.

About

For

Through

Embedded or in

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* 15. Please indicate the methods of assessment you use in your entrepreneurship modules

	Very Often	Often	Sometimes	Almost Never	Never
Business plans	Business plans Very Often	Business plans Often	Business plans Sometimes	Business plans Almost Never	Business plans Never
Exams	Exams Very Often	Exams Often	Exams Sometimes	Exams Almost Never	Exams Never
Business model canvass	Business model canvass Very Often	Business model canvass Often	Business model canvass Sometimes	Business model canvass Almost Never	Business model canvass Never
Essay	Essay Very Often	Essay Often	Essay Sometimes	Essay Almost Never	Essay Never
Reflective journals	Reflective journals Very Often	Reflective journals Often	Reflective journals Sometimes	Reflective journals Almost Never	Reflective journals Never
Presentations	Presentations Very Often	Presentations Often	Presentations Sometimes	Presentations Almost Never	Presentations Never
Role Playing	Role Playing Very Often	Role Playing Often	Role Playing Sometimes	Role Playing Almost Never	Role Playing Never
Computer simulation packages	Computer simulation packages Very Often	Computer simulation packages Often	Computer simulation packages Sometimes	Computer simulation packages Almost Never	Computer simulation packages Never
Use of ethnographic studies	Use of ethnographic studies Very Often	Use of ethnographic studies Often	Use of ethnographic studies Sometimes	Use of ethnographic studies Almost Never	Use of ethnographic studies Never
Actual business formation by students	Actual business formation by students Very Often	Actual business formation by students Often	Actual business formation by students Sometimes	Actual business formation by students Almost Never	Actual business formation by students Never
Internal student competitions ~ within schools and across schools	Internal student competitions ~ within schools and across schools Very Often	Internal student competitions ~ within schools and across schools Often	Internal student competitions ~ within schools and across schools Sometimes	Internal student competitions ~ within schools and across schools Almost Never	Internal student competitions ~ within schools and across schools Never
National or external student competitions	National or external student competitions Very Often	National or external student competitions Often	National or external student competitions Sometimes	National or external student competitions Almost Never	National or external student competitions Never

Other (please specify)

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* 16. What entrepreneurial behaviour, attitude and skills are you seeking to assess?

	To a very large extent	To a large extent	Sometimes	Almost never	Never
Opportunity-seeking	Opportunity-seeking To a very large extent	Opportunity-seeking To a large extent	Opportunity-seeking Sometimes	Opportunity-seeking Almost never	Opportunity-seeking Never
Initiative-taking	Initiative-taking To a very large extent	Initiative-taking To a large extent	Initiative-taking Sometimes	Initiative-taking Almost never	Initiative-taking Never
Ownership of a development	Ownership of a development To a very large extent	Ownership of a development To a large extent	Ownership of a development Sometimes	Ownership of a development Almost never	Ownership of a development Never
Commitment to see things through	Commitment to see things through To a very large extent	Commitment to see things through To a large extent	Commitment to see things through Sometimes	Commitment to see things through Almost never	Commitment to see things through Never
Personal locus of control (autonomy)	Personal locus of control (autonomy) To a very large extent	Personal locus of control (autonomy) To a large extent	Personal locus of control (autonomy) Sometimes	Personal locus of control (autonomy) Almost never	Personal locus of control (autonomy) Never
Intuitive decision-making with limited information	Intuitive decision-making with limited information To a very large extent	Intuitive decision-making with limited information To a large extent	Intuitive decision-making with limited information Sometimes	Intuitive decision-making with limited information Almost never	Intuitive decision-making with limited information Never
Networking capacity	Networking capacity To a very large extent	Networking capacity To a large extent	Networking capacity Sometimes	Networking capacity Almost never	Networking capacity Never
Strategic thinking	Strategic thinking To a very large extent	Strategic thinking To a large extent	Strategic thinking Sometimes	Strategic thinking Almost never	Strategic thinking Never
Negotiation capacity	Negotiation capacity To a very large extent	Negotiation capacity To a large extent	Negotiation capacity Sometimes	Negotiation capacity Almost never	Negotiation capacity Never
Selling/persuasive capacity	Selling/persuasive capacity To a very large extent	Selling/persuasive capacity To a large extent	Selling/persuasive capacity Sometimes	Selling/persuasive capacity Almost never	Selling/persuasive capacity Never
Achievement orientation	Achievement orientation To a very large extent	Achievement orientation To a large extent	Achievement orientation Sometimes	Achievement orientation Almost never	Achievement orientation Never
Incremental risk-taking	Incremental risk-taking To a very large extent	Incremental risk-taking To a large extent	Incremental risk-taking Sometimes	Incremental risk-taking Almost never	Incremental risk-taking Never

Other (please specify)

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* 17. Please identify any innovative assessment practice that you have used to assess entrepreneurial behaviour, attitude and skills.

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* 18. Based on your experience, how many students started a business ?

During their studies

Just before graduation

Immediately after graduation

Within 7 years of graduation

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* 19. What is the average percentage breakdown between group and individual work in your modules?

Individual Assessment

Group Assessment

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* 20. Are you assessing entrepreneurship in a cross disciplinary setting?

Yes

No

If yes, please specify what disciplines

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* 21. Are you assessing entrepreneurship in a cross modular setting?

Yes

No

If yes, please specify

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* 22. To what extent do you involve others in the assessment process for your entrepreneurship modules?

	Very often	Often	Sometimes	Almost Never	Never
Students - in the form of self-assessment	Students - in the form of self-assessment Very often	Students - in the form of self-assessment Often	Students - in the form of self-assessment Sometimes	Students - in the form of self-assessment Almost Never	Students - in the form of self-assessment Never
Students - in the form of peer assessment	Students - in the form of peer assessment Very often	Students - in the form of peer assessment Often	Students - in the form of peer assessment Sometimes	Students - in the form of peer assessment Almost Never	Students - in the form of peer assessment Never
Assessment by entrepreneurs	Assessment by entrepreneurs Very often	Assessment by entrepreneurs Often	Assessment by entrepreneurs Sometimes	Assessment by entrepreneurs Almost Never	Assessment by entrepreneurs Never
Assessment by other professionals	Assessment by other professionals Very often	Assessment by other professionals Often	Assessment by other professionals Sometimes	Assessment by other professionals Almost Never	Assessment by other professionals Never
Assessment by lecturing team	Assessment by lecturing team Very often	Assessment by lecturing team Often	Assessment by lecturing team Sometimes	Assessment by lecturing team Almost Never	Assessment by lecturing team Never

Other (please specify)

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* 23. To what extent is your assessment practice driven by other influences ?

	To a very large extent	To a large extent	To some extent	To a limited extent	To no extent at all
Internal policy and practice	Internal policy and practice To a very large extent	Internal policy and practice To a large extent	Internal policy and practice To some extent	Internal policy and practice To a limited extent	Internal policy and practice To no extent at all
Accreditation agencies	Accreditation agencies To a very large extent	Accreditation agencies To a large extent	Accreditation agencies To some extent	Accreditation agencies To a limited extent	Accreditation agencies To no extent at all
Enterprise competitions	Enterprise competitions To a very large extent	Enterprise competitions To a large extent	Enterprise competitions To some extent	Enterprise competitions To a limited extent	Enterprise competitions To no extent at all
External stakeholders	External stakeholders To a very large extent	External stakeholders To a large extent	External stakeholders To some extent	External stakeholders To a limited extent	External stakeholders To no extent at all
Employers	Employers To a very large extent	Employers To a large extent	Employers To some extent	Employers To a limited extent	Employers To no extent at all

Other (please specify)

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* 24. Please indicate the average percentage breakdown between formative and summative in your entrepreneurship modules?

Summative assessment - assessment that is used to signify competence or that contributes to a student’s grade in a course, module, level or degree.
Formative assessment - assessment strictly used to provide feedback to the student on their learning. It provides the student with advice on how to maintain and improve their progress, but should no form part of their summative grade or mark.

Summative

Formative

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* 25. When giving feedback on assessment, please indicate the method(s) you use? Please tick all that applies.

Written feedback to a group

Verbal feedback to a group

Peer evaluation/peer group discussion

Individual verbal feedback

Individual written feedback

Other (please specify)

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* 26. Please identify any technology enhanced or digital assessment tools implemented for your entrepreneurship modules in the last acedemic year.

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* 27. As a percentage of your overall teaching load, how much time do you spend on assessment in a semester/term?

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* 28. Please identify seminars/workshops/training that you have attended that has influenced your assessment practice.

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* 29. If you could make any changes to assessment practice in entrepreneurship in general, what would you change?

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* 30. Are you interested in taking part in the National Forum online course in Entrepreneurship Education in Spring 2021? More information on the National Forum open courses website.

Yes

No

Not sure

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* 31. If yes, please provide an email for us to follow up directly with you.