| | The role of problem solving ability on innovative behavior and opportunity recognition in university students. Journal of Open Innovation: Technology, Market, and Complexity, 2008 4(1), 4. | To prove the Relationship between individual‘s problem-solving ability and innovative behavior and the pedagogy that can enhance innovative behavioral development. | The results support the role of entrepreneurship education in creating opportunities for innovative behaviour and problem solving abilities through entrepreneurial learning experiences, the more entrepreneurial experiences the greater the chance of new opportunities and development of innovative behavior | Innovation is the heart role of entrepreneurs. Educators should apply the methods which will help students to develop problem solving skills, this skills has potential role on innovation. |
| | The effect of non traditional teaching methods in entrepreneurship education on students entrepreneurial interest and business startups: A data article, Data in Brief 19 (2018) 16-20, | To examine the effect of experiential teaching methods and university entrepreneurial interest on students’ business startup | The analysis showed that the adoption of experiential practical activities considered as best practices in entrepreneurship teaching can stimulate students’ interest and drive for engaging in business start-up activities | Start-up activities can start on second year of study, when student has been oriented to the theory guided practice. |
| Olokundun, M.A. Ibidunni, A.S. Peter, F. Amaihian, A.B. Moses, C.L. Iyiola, O.O. | Experiential Pedagogy And Shared Vision: A Focus On Identification Of Business Opportunities By Nigerian University Students. Journal of Entrepreneurship Education Volume 20, Issue 2, 201 | To determine the effects of entrepreneurship pedagogy on students’ shared vision and identification of business opportunities. | Experiential pedagogy significantly affects students’ shared-vision for identification of business opportunities as indication of entrepreneurial intentions. Through unstructured group activities which give learners the opportunity to practice how to identify business opportunities, creative solutions to challenges in situations of risk, and conditions of instability. | Group activities should be conducted with focus, Members interest is important to consider when forming group |
| Fatoki, O.
| An Examination of the Teaching Methods for Entrepreneurship at a South African University, Mediterranean Journal of Social Sciences, Vol 5 No 23 November 2014 | to identify the traditional and non-traditional pedagogies employed for the teaching of entrepreneurship at South Africa Universities | Traditional methods such as lectures, help students to develop, construct and study the theories related to entrepreneurship and firm creation. They are less effective in encouraging entrepreneurial attributes. | Experiential methods such as visit to business, working for a business through industrial training, developing a venture whilst studying and inviting guest speakers, provide students with experiences of new venture and develop entrepreneurial decision making skills |
| | Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive. The International Journal of Management Education, 13(1), 37-47. | To determine the impact of an experiential learning approach on the perceived development of entrepreneurial traits.
| High level of student satisfaction and Engagement caused by learning style experiential approach had, which in many instances, helped to develop entrepreneurial traits. | Educators should consider student reaction of the experiential method used in learning process |