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AuthorBabatunde, Simeon
AuthorEl-Gohary, Hatem
AuthorEdwards, David
Available date2024-06-05T09:10:55Z
Publication Date2021
Publication NameEducation and Training
ResourceScopus
Identifierhttp://dx.doi.org/10.1108/ET-12-2020-0368
ISSN400912
URIhttp://hdl.handle.net/10576/55842
AbstractPurpose: With the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of utmost importance. The purpose of this paper is to examine the influence and appropriateness of current assessment methods for engineering and technology students in Nigerian and British HEIs. Design/methodology/approach: The study employs a qualitative research method with a case study approach to investigate the impact and suitability of assessment methods currently used within entrepreneurship education in Nigeria and England. Findings: The results reveal that lecturers across both countries believed that assessment methods currently in use were appropriate, but were not uniform in its influence on learning. However, students were unanimous in that most assessment methods currently used were not effective at enhancing their learning, not very appropriate, and were not a good judge of their work and effort. The results were used in building a framework to understand the importance of assessment methods in entrepreneurship education. Originality/value: In light of the inadequate literature, this paper covers an acute gap in the field. This will allow policymakers and different interested parties to reassess the development of suitable assessment methods to involve students as key stakeholders.
Languageen
PublisherEmerald Group Holdings Ltd.
SubjectAppropriateness
Assessment methods
Developed nations
Developing nations
England
Entrepreneurship education
Influence
Nigeria
TitleAssessment methods in entrepreneurship education, challenges and opportunities in developed and developing nations: a comparative study of Nigeria and England
TypeArticle
Pagination1092-1113
Issue Number8-Jul
Volume Number63
dc.accessType Abstract Only


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