Entrepreneurship Education for Women Through Project-Based Flipped Learning: the Impact of Innovativeness and Risk-Taking on Course Satisfaction

• Autorzy: Seung-chul Yoo , Tu Anh Truong , Kwanghee Jung
• Języki publikacji: EN

Abstrakty

EN

PURPOSE: The primary aim of this research is to explore the correlation between learners' characteristics and the perceived value and satisfaction associated with Project-Based Flipped Learning (PBFL) methodologies. A secondary objective involves investigating how these PBFL methodologies can be employed to enhance the quality of entrepreneurship education for women. METHODOLOGY: During the first semester of 2018, a total of 80 students enrolled in the Communication Society class were engaged in a longitudinal study, involving bi-weekly online surveys prior to the semester's conclusion. The survey instruments utilized Likert-scale measurements, with a 5-point scoring system. The data acquired was subsequently analyzed using structural equation modeling, which facilitated the examination of both the pre- and post-change scores and the structural properties of their relationships with overall course satisfaction. In terms of statistical evaluation, the study employed Generalized Structured Component Analysis (GSCA), a powerful component-based SEM technique, thus ensuring a robust and academically rigorous interpretation of the data. FINDINGS: Our research sought to understand the effects of learners' characteristics, specifically innovativeness and risk-taking, on course satisfaction in Project-Based Flipped Learning (PBFL). We found that female learners' innovativeness positively influenced their perception of the project's entertainment and educational value, which in turn increased preference for PBFL and course satisfaction. Interestingly, risk-taking did not significantly influence perceived project value, which provides insights into the role of personality traits in learning outcomes. IMPLICATIONS: Our study invigorates entrepreneurship education theory by highlighting the key role of learner innovativeness in PBFL course satisfaction, urging a nuanced examination of personality traits in educational contexts. Further, we question the established importance of risk-taking, necessitating a critical reassessment in this domain. These pivotal theoretical contributions challenge prevailing assumptions, enrich scholarly discourse, and open new avenues for research. On the practical side, our findings emphasize the imperative of fostering innovativeness in women's entrepreneurship education. These insights underscore the need for a strategically tailored, creative learning environment, with the potential to enhance learner engagement and satisfaction significantly. In sum, our research generates transformative theoretical insights and provides actionable strategies for improving the practice of entrepreneurship education. ORIGINALITY AND VALUE: Our research presents a novel approach to fostering women entrepreneurs in the media sector through PBFL. This unique focus on the intersection of gender, media entrepreneurship, and PBFL distinguishes our study from existing literature. Furthermore, our findings offer educators invaluable guidance for enhancing female entrepreneurship education, thereby enriching the pedagogical landscape of this domain. (original abstract)

CEL: Głównym celem tego badania jest zbadanie korelacji między cechami uczniów a postrzeganą wartością i satysfakcją związaną z metodologiami odwróconego uczenia się opartego na projektach (PBFL). Drugim celem jest zbadanie, w jaki sposób metodologie PBFL można wykorzystać do poprawy jakości nauczania przedsiębiorczości kobiet. METODYKA: W pierwszym semestrze 2018 r. łącznie 80 studentów zapisanych na zajęcia Społeczeństwo komunikacyjne zostało zaangażowanych w badanie podłużne, polegające na przeprowadzaniu co dwa tygodnie ankiet online przed zakończeniem semestru. Instrumenty badawcze wykorzystywały pomiary w skali Likerta z 5-punktowym systemem punktacji. Uzyskane dane zostały następnie przeanalizowane przy użyciu modelowania równań strukturalnych, co ułatwiło zbadanie zarówno wyników przed, jak i po zmianie oraz strukturalnych właściwości ich związków z ogólnym zadowoleniem z kursu. Jeśli chodzi o ocenę statystyczną, w badaniu wykorzystano uogólnioną analizę składowych strukturalnych (GSCA), technikę SEM opartą na składnikach, zapewniając w ten sposób solidną i naukowo rygorystyczną interpretację danych. WYNIKI: Nasze badania miały na celu zrozumienie wpływu cech uczniów, w szczególności innowacyjności i podejmowania ryzyka, na zadowolenie z kursu w odwróconym nauczaniu opartym na projektach (PBFL). Odkryliśmy, że innowacyjność uczących się kobiet pozytywnie wpłynęła na ich postrzeganie rozrywkowej i edukacyjnej wartości projektu, co z kolei zwiększyło preferencje dla PBFL i zadowolenie z kursu. Co ciekawe, podejmowanie ryzyka nie wpłynęło znacząco na postrzeganą wartość projektu, co daje wgląd w rolę cech osobowości w efektach uczenia się. IMPLIKACJE: Nasze badanie ożywia teorię nauczania przedsiębiorczości, podkreślając kluczową rolę innowacyjności ucznia w zadowoleniu z kursu PBFL, zachęcając do szczegółowego badania cech osobowości w kontekstach edukacyjnych. Ponadto kwestionujemy ustaloną wagę podejmowania ryzyka, co wymaga krytycznej ponownej oceny w tej dziedzinie. Te kluczowe wkłady teoretyczne podważają dominujące założenia, wzbogacają dyskurs naukowy i otwierają nowe ścieżki badań. Od strony praktycznej nasze ustalenia podkreślają imperatyw wspierania innowacyjności w nauczaniu kobiet przedsiębiorczości. Spostrzeżenia te podkreślają potrzebę strategicznie dopasowanego, kreatywnego środowiska uczenia się, które może znacznie zwiększyć zaangażowanie i satysfakcję uczniów. Podsumowując, nasze badania generują transformacyjne spostrzeżenia teoretyczne i zapewniają praktyczne strategie poprawy praktyki nauczania przedsiębiorczości. ORYGINALNOŚĆ I WARTOŚĆ: Nasze badania przedstawiają nowatorskie podejście do wspierania kobiet-przedsiębiorców w sektorze mediów poprzez PBFL. To wyjątkowe skupienie się na przecięciu płci, przedsiębiorczości medialnej i PBFL odróżnia nasze badanie od istniejącej literatury. Co więcej, nasze odkrycia oferują nauczycielom wskazówki dotyczące doskonalenia edukacji kobiet w zakresie przedsiębiorczości, wzbogacając w ten sposób krajobraz pedagogiczny tej dziedziny. (abstrakt oryginalny)

Słowa kluczowe

EN

Entrepreneurship; Teaching; Innovative character; Woman; Risk management

PL

Przedsiębiorczość; Nauczanie; Innowacyjność; Kobieta; Zarządzanie ryzykiem

• Czasopismo: Journal of Entrepreneurship, Management and Innovation (JEMI)
• Rocznik: 2023
• Tom: 19
• Numer: nr 3 Innovation, Entrepreneurship, and Success: Insights from Diverse Ventures
• Strony: 229--260

Twórcy

autor

Seung-chul Yoo

• Ewha Womans University, Seoul

autor

Tu Anh Truong

• Ewha Womans University, Seoul

autor

Kwanghee Jung

• Texas Tech University, USA

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DOI

doi.org/10.7341/20231937