Simulating entrepreneurial learning: assessing the utility of experiential learning designs

Current research exploring entrepreneurial learning is explored in this paper to identify the key factors that are considered to be important. It looks at how these factors can be simulated in a student learning environment and highlights the role of emotional exposure, action-orientation and discontinuity. These features of learning are then mapped against those required to make experiential learning effective. An argument is made for the role of experiential learning when seeking to simulate contexts similar to those in which entrepreneurs learn. In the research that is carried out a conceptual framework is introduced that highlights a course design based on the factors identified. In the data analysis formal course assessments are reviewed and narrative coding based on sixty-four written student reflections is evaluated. The paper finds that it is possible to simulate certain aspects of entrepreneurial learning, such as emotional exposure, but not others. It also shows a range of learning benefits linked to experiential learning in this context. In conclusion the paper explains why entrepreneurship education can play an important role in encouraging management learning