The Relative effectiveness of projects versus case studies in teaching entrepreneurship

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dc.contributor.advisorBoberg, Alice L.
dc.contributor.authorMcMullan, Carol
dc.coverage.spatial2000001322en
dc.date.accessioned2005-07-21
dc.date.available2005-07-21
dc.date.issued1990
dc.descriptionBibliography: p. 72-79.en
dc.description.abstractThe purpose of this research is to evaluate the relative effectiveness of the project method compared to the case study approach in teaching entrepreneurship. The New Venture Program within the Faculty of Management at the University of Calgary has been using projects since 1984 by having students work as consultants for local entrepreneurs. Research exists which shows benefits to the entrepreneurs who have participated in the project courses. However, until this study, the benefits to the students have been unknown. A questionnaire was sent to both former and present Masters of Business Administration students asking for a comparative evaluat i on of the project and case study methods. This data was analysed using correlated T-tests. Information concerning incidence of business start-up was also collected in order to determine any relationship with the number of project courses taken. This data was analysed using a Kendall correlation. Results indicate that both methods are effective in teaching entrepreneurial skills and have similar advantages. However, projects are more effective in increasing student confidence in starting a business. Also, projects are more effective in achieving skills related to knowledge, comprehension, application, and evaluation as defined by Bloom's Taxonomy of Educational Objectives. While projects are no more effective than case studies, both teaching methods increase interest in starting: a business, a high growth business, and a high technology business. While a relationship was found between the number of project courses taken and the incidence of subsequent business start-up, the direction of causality remains unknown. In addition to being more effective in increasing confidence in starting a business and in achieving most learning objectives, students also reported that projects provided a more valuable learning experience than did case studies. It was concluded that there is greater value in having graduate business students study other people's ventures through the use of projects than through case studies, although case study was also recognized as a valuable teaching method. While business schools teaching entrepreneurship should continue their use of the case study approach, the project method should likely be expanded.
dc.format.extentvii, 91 leaves ; 30 cm.en
dc.identifier.citationMcMullan, C. (1990). The Relative effectiveness of projects versus case studies in teaching entrepreneurship (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/12908en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/12908
dc.identifier.isbn0315619287en
dc.identifier.lccHB 615 M238 1990en
dc.identifier.urihttp://hdl.handle.net/1880/17866
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccHB 615 M238 1990en
dc.subject.lcshEntrepreneurship - Study and teaching
dc.titleThe Relative effectiveness of projects versus case studies in teaching entrepreneurship
dc.typemaster thesis
thesis.degree.disciplineManagement
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Business Administration (MBA)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 749 520538766
ucalgary.thesis.notesoffsiteen
ucalgary.thesis.uarcreleaseyen
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