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Teaching the attributes of venture teamwork in tertiary entrepreneurship programmes

机译：在第三级创业计划中教授风险团队合作的属性

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摘要

Purpose – The paper seeks to demonstrate the characteristics of group work that are required to teach the attributes of real world venture teamwork in tertiary entrepreneurship programmes. Design/methodology/approach – One-tailed Spearman correlation analysis is used to assess the associations between students' grades in four group assessment tasks involving different levels of complexity and collaboration and the attributes of teamwork. Findings – The results indicate that students learn more of the attributes of venture teamwork, the more complex the group task, and the more collaboration required to complete it. Research limitations/implications – The results cannot be generalised due to the small sample size and restriction of the sample to one course in entrepreneurship. However, the findings are valid conceptually; thus the study makes important contributions to knowledge. Practical implications – The findings should help tertiary educators to improve the design and implementation of their group assessment tasks to reflect the attributes of real world venture teamwork. Originality/value – While considerable work has been carried out on entrepreneurship education at the tertiary level, limited attention has been paid to teaching venture teamwork as part of entrepreneurship programmes. Academics often claim that their courses cover the attributes of venture teamwork when students work co-operatively rather than collaboratively on assessment tasks. The study identifies attributes of group work in the classroom that are consistent with real world venture teamwork.
机译：目的–本文旨在论证在第三级创业计划中传授现实世界中风险团队合作的属性所需的团队合作特征。设计/方法/方法–一尾Spearman相关分析用于评估四项小组评估任务中学生成绩之间的关联，这些小组评估任务涉及不同程度的复杂性和协作以及团队合作的属性。结果–结果表明，学生可以学习到更多风险团队合作的属性，团队任务越复杂，完成任务所需的协作越多。研究的局限性/意义–由于样本量小且样本仅限于创业课程中的一门，因此无法对结果进行概括。但是，这些发现在概念上是有效的。因此，这项研究为知识做出了重要贡献。实际意义–研究结果应有助于大专教育者改善小组评估任务的设计和实施，以反映现实世界中风险团队的特征。原创性/价值–尽管在第三级开展了大量的创业教育方面的工作，但作为创业计划的一部分，对创业团队教学的关注却很少。学术界经常声称，当学生在评估任务上进行合作而非协作时，他们的课程涵盖了风险团队合作的属性。该研究确定了课堂中与现实世界中的团队合作一致的团队合作属性。

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