Author
Listed:
- Matthias Fink
- Alexander Keßler
- Katharina Stummer
- Judith Schmid
Abstract
Forschungsergebnisse der letzten Jahre zeigen einen zunehmenden Einsatz von unterschiedlichen Arten von Fallstudien in der Entrepreneurship-Ausbildung (EA). Allerdings gibt es kaum Ergebnisse über die Auswirkungen des Einsatzes von Fallstudien in der EA. Basierend auf einem Vergleich der Charakteristika der Lernsituation in der EA mit den Vorzügen des Lernens via Fallstudien und unter Bezugnahme auf subjektive Theorien argumentiert der vorliegende Beitrag zunächst die Sinnhaftigkeit der Unterstützung von klassischem Frontalunterricht (Vortrag/Vorlesungen, Literaturstudium/-diskussion) mit Fallstudien. Darauf aufbauend zeigt eine experimentell angelegte empirische Untersuchung unter 118 österreichischen Entrepreneurship-Studierenden zum Lerneffekt von klassischem Frontalunterricht und Fallstudienunterricht, dass sowohl klassischer Frontalunterricht als auch klassischer Frontalunterricht in Kombination mit Fallstudienunterricht das Wissen der Studierenden signifikant erhöhen. Zusätzlich zeigt das Experiment, dass die Ergänzung von klassischem Frontalunterricht mit Fallstudien zu einem höheren Lernerfolg führt, wobei klassischer Frontalunterricht vor allem das deklarative Wissen fördert, wohingegen es durch Ergänzung mit Fallstudien zu einem verstärkten Zuwachs des prozeduralen Wissens kommt. / Previous research shows a development in the pedagogy of entrepreneurship education towards a greater use of various types of cases. However, results concerning the effects of case teaching in entrepreneurship education are sparse. Comparing the characteristics of the learning situation in entrepreneurship education with the assets of case teaching and reverting to the relevance of subjective theory, we deliver a rationale for the adequacy of supplementing lecture teaching with case teaching. An empirical test of the effectiveness of lecture and case teaching based on an experimental design involving 118 Austrian entrepreneurship students shows that both, pure lecture teaching and lecture teaching supplemented with case teaching significantly enhance the students' knowledge. The experiment also shows that a supplementation of lecture teaching with case teaching leads to a superior learning outcome and that lecture teaching particularly enhances declarative knowledge, while case teaching especially boosts process-related knowledge.
Suggested Citation
Matthias Fink & Alexander Keßler & Katharina Stummer & Judith Schmid, 2013.
"Learning by Almost Doing - Theoretische Argumente und empirische Ergebnisse zur Wirkung von Fallstudien in der Entrepreneurship-Ausbildung,"
ZfKE – Zeitschrift für KMU und Entrepreneurship, Duncker & Humblot, Berlin, vol. 61(3), pages 173-196.
Handle:
RePEc:dah:aeqzfk:v61_y2013_i3_q3_p173-196
DOI: 10.3790/zfke.61.3.173
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