2020 Volume 36 Pages 91-105
In this study, the authors have problematized the dominant practice of lumping diverse programs into one large category of “entrepreneur(ship) education” and explored unique impact of different programs. In so doing, we have described two project-based learning (PBL) programs, along with another two lecture-based courses. The skills, knowledge, and mindset of the students enrolled in the four courses offered at Kyushu University were assessed both before and after the programs. The analyses have revealed that: (1) the students enrolled in PBL programs demonstrate significant growth in their skills and mindset, vis-à-vis their counterpart in lecture-based courses; and (2) among the PBL-enrolled students, those who had opportunities to interact directly with entrepreneurs in the course have shown greater development in their confidence in entrepreneurship as well as knowledge related to entrepreneurial career options and the role of entrepreneurs in the society. These results are discussed in the light of relevant literature.
