Blankes eijn, Ma lous; Hou kamp, Jo ick; Bossink, Ba
A icle
Towa ds ans o ma i e expe ien ial lea ning in science-
and echnology-based en ep eneu ship educa ion o
sus ainable echnological inno a ion
Jou nal o Inno a ion & Knowledge (JIK)
P o ided in Coope a ion wi h:
Else ie
Sugges ed Ci a ion: Blankes eijn, Ma lous; Hou kamp, Jo ick; Bossink, Ba (2024) : Towa ds
ans o ma i e expe ien ial lea ning in science- and echnology-based en ep eneu ship educa ion
o sus ainable echnological inno a ion, Jou nal o Inno a ion & Knowledge (JIK), ISSN 2444-569X,
Else ie , Ams e dam, Vol. 9, Iss. 3, pp. 1-17,
h ps://doi.o g/10.1016/j.jik.2024.100544
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Towa ds ans o ma i e expe ien ial lea ning in science- and
echnology-based en ep eneu ship educa ion o sus ainable
echnological inno a ion
Ma ie Louise (M.L.) Blankes eijn
a,
*, Jo ick (J.) Hou kamp
b
, Ba (B.A.G.) Bossink
c
a
Depa men o Physics & As onomy, V ije Uni e si ei Ams e dam, De Boelelaan 1081, Ams e dam 1081 HV, he Ne he lands
b
Rijksdiens Voo Onde nemend Nede land, P inses Bea ixlaan 2, Den Haag 2595 AL, he Ne he lands
c
Depa men o Chemis y & Pha maceu ical Sciences, V ije Uni e si ei Ams e dam, De Boelelaan 1108, Ams e dam 1081 HZ, he Ne he lands
ARTICLE INFO
A icle His o y:
Recei ed 5 Janua y 2023
Accep ed 8 Augus 2024
A ailable online 17 Augus 2024
ABSTRACT
Science and echnology-based en ep eneu ship educa ion (SBEE) is c ucial o he alo isa ion o newly
de eloped undamen al knowledge and inno a i e echnology in science acul ies. This is an impo an ac o
in enabling science o espond o socie al challenges ela ed o sus ainabili y. Howe e , i s didac ics a e cu -
en ly unde de eloped. Expe ien ial lea ning plays an impo an ole in SBEE. Agains his backg ound, he
cu en s udy add esses he ollowing esea ch ques ion: Wha a e he specifica ions o expe ien ial lea ning
o u he de eloping he didac ics o SBEE, as iden ified h ough sys ema ic assessmen ? The s udy e eals
ha significan imp o emen is possible when sys ema ic a en ion is paid o he implemen a ion o ou
co e ac i i ies o expe ien ial lea ning: b inging eal-wo ldness in o he lea ning se ing, ecognising he ill-
defined na u e o managemen p oblems and en ep eneu ial challenges, encou aging in ol emen in he
execu ion o managemen in e en ions, and highligh ing he impo ance o eflec ion. Fu he mo e, we
d aw upon he li e a u e s a ing ha o a ans o ma i e expe ien ial lea ning e ec , he sole ocus on a busi-
ness logic in cu en SBEE needs o be anscended o enable such en ep eneu ship and sus ainabili y educa-
ion o con ibu e o he kind o ou -o - he-box echnological inno a ion solu ions equi ed o he cu en ,
p essing sus ainabili y challenges ha socie y aces. This s udy p o ides he fi s e idence ha dedica ed
a en ion o c i ical eflec ion is a c ucial componen in he design o he expe ien ial lea ning p ocess o sci-
ence- and echnology-based en ep eneu ship and sus ainabili y educa ion.
© 2024 The Au ho s. Published by Else ie España, S.L.U. on behal o Jou nal o Inno a ion & Knowledge. This
is an open access a icle unde he CC BY license (h p://c ea i ecommons.o g/licenses/by/4.0/)
Keywo ds:
Science and echnology en ep eneu ship
educa ion
En ep eneu ship educa ion
Sus ainabili y
Technological inno a ion
Expe ien ial lea ning
T ans o ma i e expe ien ial lea ning
Reflec ion
JEL classifica ion:
O310: Inno a ion & in en ion: p ocesses &
incen i es
O320: Managemen o echnological inno a-
ion and R&D
M130: new fi ms
S a ups
I230: Highe educa ion
Resea ch ins i u ions
I150: Heal h and economic de elopmen
Q200: enewable esou ces and conse a ion:
gene al
In oduc ion
Science- and echnology-based en ep eneu ship educa ion
(SBEE) a he bachelo ’s and mas e ’s le els is c ucial o he alo isa-
ion o newly de eloped undamen al knowledge and inno a i e
echnology in science acul ies. I is an impo an , i no essen ial, ele-
men in uni e si y policy s a egies and go e nance o empowe sci-
ence o espond o socie al challenges ela ed o sus ainabili y. SBEE
is also a ela i ely new phenomenon compa ed o classic
managemen and en ep eneu ship educa ion. While adi ional
managemen and en ep eneu ship educa ion is o en p o ided by
business schools and, o a lesse ex en , ia enginee ing educa ion a
poly echnical uni e si ies, SBEE is o e ed by acul ies o science
(Blankes eijn e al., 2021).
As an academic endea ou , SBEE is close o he ambi ions o ech-
nology ans e o fices, science hubs, and s a -up accele a o s han o
he aims o business schools. Business schools ha e inc easingly
adop ed a pu ely academic iden i y wi h limi ed connec ions o he
‘ou side’p o essional wo ld, hus inducing - acco ding o c i ics such as
Gosling and Min zbe g (2006) and Bennis and O’Toole (2005) -an‘ins i-
u ionalized i ele ance’o hei wo k in socie y: ‘I [ hei sole ocus on
* Co esponding au ho .
E-mail add ess: [email p o ec ed] (M.L.(.L.). Blankes eijn).
h ps://doi.o g/10.1016/j.jik.2024.100544
2444-569X/© 2024 The Au ho s. Published by Else ie España, S.L.U. on behal o Jou nal o Inno a ion & Knowledge. This is an open access a icle unde he CC BY license
(h p://c ea i ecommons.o g/licenses/by/4.0/)
Jou nal o Inno a ion & Knowledge 9 (2024) 100544
Jou nal o Inno a ion
&Knowledge
h ps://www.jou nals.else ie .com/jou nal-o -inno a ion-and-knowledge
scien ific epu a ion because o , wha he same pape dubs p o oca-
i ely as “physics en y”] gi es scien ific espec abili y o he esea ch
hey enjoy doing [..]. In sho , he model ad ances he ca ee s and sa is-
fies he egos o he p o esso ia e’(Bennis & O’Toole, 2005,p.4).
SBEE seeks o escape his logic and he ‘ins i u ionalized i ele-
ance’ ha ollows om i , and aims o con ibu e o he alo isa ion
and sus ainabili y agenda ha nowadays, in addi ion o educa ion
and esea ch as wo p ima y missions, o en defines he ‘ hi d p i-
ma y mission’o many uni e si ies (Blankes eijn e al., 2019). These
co-exis ing and in e ela ed h ee missions in oday’s uni e si ies
ha e been he subjec o conside able deba e, as no ed by Helle
(2022, chap e 1).
While many uni e si ies cu en ly shape he h ee missions
simul aneously, he de elopmen o uni e si ies owa ds his mul i-
mission app oach o e ime can also be in e p e ed as a de elopmen
o gene a ions o uni e si ies. The fi s gene a ion o uni e si ies
ocuses mainly on educa ion; he second gene a ion builds on his by
adding and in eg a ing esea ch; and he hi d gene a ion adds and
inco po a es a b oade soci(e )al unc ion (Helle , 2022, chap e 1).
This e olu ion a guably calls o he de elopmen o a ’ ou h-gene a-
ion uni e si y’ ha add esses he ensions a ising om he cu en
emphasis on u he de eloping mul iple-mission uni e si ies; his is
pa icula ly ele an wi h ega d o he hi d mission, which en ails,
o example, he in ol emen o en ep eneu ial hinking in and
a ound uni e si ies, opinions abou he uni e si y’s ole in se ing
socie y, and he associa ed alue in add essing socie al issues s em-
ming om a eques o inc eased en i onmen al and social sus ain-
abili y (Helle , 2022, chap e 1).
No only a e he locus and long- e m academic ambi ions o science-
based en ep eneu ship educa ion di e en , so a e i s p ac ical goals.
Science-based en ep eneu ship se es, amongs o he objec i es, o
de elop and ans e echnological inno a ion om a science/R&D con-
ex o one o p ac ical applica ion (Boh e al., 2016). SBEE is buil upon
he no ion ha he e is a gap be ween undamen al science and applica-
ion, and ha uni e si y-indus y echnology ans e needs o be acili-
a ed ia en ep eneu ship educa ion (Lackeus & Williams-Middle on,
2015). S uden s in SBEE a e augh o c oss his ‘ alley o dea h’: he gap
be ween esea ch and comme cialisa ion o esea ch, be ween
esea che s and en ep eneu s and ech in es o s. S uden s need o
expe ience fi s -hand he d i e s and ba ie s in u ning science in o
comme cial applica ion (Ba e al., 2009).
Expe ien ial lea ning is a cen al eaching me hod o c oss he al-
ley o dea h (Van Ewijk e al., 2020). This eaching me hod has been
inc easingly employed in managemen educa ion o essen ially b ing
he eal wo ld in o he class oom (Ya dley e al., 2012). Lea ning
abou ‘wicked’managemen p oblems based on expe ience is an
impo an componen o expe ien ial managemen educa ion. Expe-
ien ial lea ning acili a es an in-dep h unde s anding o eal-wo ld
en ep eneu ship and managemen challenges.
SBEE p og ammes hence hold he p omise o unlocking he huge
inno a i e po en ial o science and echnology o he be e men o
socie y, especially gi en cu en socie al challenges in he field o sus-
ainabili y (Klo s en e al., 2019). This aises ques ions abou he
eaching me hods adop ed in hese p og ammes, especially ega ding
he ex en o which hey enable expe ien ial lea ning, which is c u-
cial o managemen and en ep eneu ship educa ion. Some o m o
expe ien ial lea ning is equi ed in en ep eneu ship educa ion, as
esea ch has shown ha he c ea i e and inno a i e abili ies needed
o de elop an en ep eneu ial skill se and a i ude equi e expe ien-
ial educa ional me hods (Van Ewijk e al., 2020).
Howe e , li le is known abou expe ien ial lea ning as pa o he
didac ics o science-based en ep eneu ship educa ion (Dhliwayo,
2008;H€
agg & Ku czewska, 2020;Muju u e al., 2022;Poli is, 2005).
S ikingly, he basic p inciples o expe ien ial lea ning a e o en
implici ly applied in he design o en ep eneu ship educa ional p o-
g ammes, which aises he ques ion o how and o wha ex en
expe ien ial lea ning con ibu es o he es ablished lea ning ou -
comes o SBEE. This has immedia e academic and p ac ical ele ance
since, as Spence (2001, p. 2) pu s i , ‘We won’ mee he needs o
mo e and be e highe educa ion un il p o esso s become designe s
o lea ning expe iences, and no eache s’. The cu en s udy aimed
o fill he abo emen ioned gap in he li e a u e. D awing on he li e -
a u e on expe ien ial lea ning, we aimed o analy ically de e mine
how his ype o lea ning con ibu es o SBEE p og ammes, and wha
needs o be conside ed and e en ually dese es dedica ed a en ion
om eache s and coo dina o s in ol ed in such p og ammes.
The ollowing esea ch ques ion guided he s udy: Wha a e he
specifica ions o expe ien ial lea ning o u he de eloping he
didac ics o SBEE, as iden ified h ough sys ema ic assessmen ? The
emainde o he pape is s uc u ed as ollows. Fi s , we p esen he
heo e ical backg ound ocused on expe ien ial lea ning. Then, we
desc ibe ou analy ical ca ego ies ha we e de eloped in he s udy,
oo ed in he scien ific li e a u e on expe ien ial lea ning in manage-
men and en ep eneu ship educa ion. These ca ego ies we e used o
assess, in a concep ual-analy ical and explo a o y ashion, he con i-
bu ion o expe ience-based eaching o de eloping en ep eneu ial
in en ion and ac ion oo ed in undamen al, exac science. Nex , in
he me hodology sec ion, we desc ibe he bachelo ’s and mas e ’s
p og ammes in Science, Business, and Inno a ion (SBI) a V ije Uni-
e si ei Ams e dam, analysed as a ep esen a i e case s udy o SBEE.
The design o a se o cou ses is p esen ed in he esul s sec ion. In
he discussion sec ion, we u he explo e and in e p e he esul s.
By way o conclusion, we discuss he ex en o which expe ien ial
lea ning and i s didac ics con ibu e o he lea ning ou comes o SBEE
and p esen lessons and ecommenda ions d awn om his s udy o
o he SBEE p og ammes.
Expe ien ial lea ning in managemen and en ep eneu ship
educa ion
Kolb (2003) de eloped he classic and s ill dominan app oach o
expe ien ial lea ning al eady in he nine een eigh ies, d awing upon
he ich and classic lea ning philosophy adi ion, o which John Dewey
(amongs o he s) laid he basis a he beginning o he 20 h cen u y (Ja -
is, 1987). Kolb’s heo y is heo e ically g ounded in educa ional psy-
chology. Kolb’s expe ien ial lea ning cycle consis s o he men al
mo emen o he lea ne om he ansla ion o conc e e expe ience o
eflec i e obse a ion, abs ac concep ualisa ion, and ac i e expe i-
men a ion. He defines lea ning as ollows: ‘ he p ocess whe eby knowl-
edge is c ea ed h ough he ans o ma ion o expe ience’(Kolb, 2003,
p. 45). Thus, lea ning is enabled, and new knowledge is cons uc ed.
This is widely acknowledged as he fi s comp ehensi e unde s anding
o expe ien ial lea ning in de elopmen al psychology. I is comp ehen-
si e in he sense ha i depa s om he assump ion ha humans ha e
an inna e capaci y o lea n, whe eby expe ience ac s as a ca alys o
lea ning (Kayes, 2002,p.139).
Expe ien ial lea ning heo y defines ou phases in he lea ning
p ocess: conc e e expe ience, eflec i e obse a ion, abs ac concep-
ualisa ion, and ac i e expe imen a ion (Fig. 1). In he conc e e expe-
ience s age, he expe ien ial lea ning cycle emphasises pe sonal
in ol emen wi h people in e e yday si ua ions. In his s age, he
lea ne ends o ely mo e on eelings han on a sys ema ic app oach
o p oblems and si ua ions. In a lea ning si ua ion, he lea ne elies
on hei abili y o be open-minded and adap able o change. Th ough
eflec i e obse a ion, people unde s and ideas and si ua ions om
di e en pe spec i es. In a lea ning si ua ion, he lea ne elies on
pa ience, objec i i y, and ca e ul judgemen , bu would no necessa -
ily ake any ac ion. The lea ne elies on hei own hough s and eel-
ings in o ming opinions. In he abs ac concep ualisa ion s age,
lea ning in ol es he use o heo ies, logic, and ideas, a he han
eelings, o unde s and p oblems o si ua ions. Typically, he lea ne
elies on sys ema ic planning and de elops heo ies and ideas o
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
2
sol e p oblems. In he ou h s age o ac i e expe imen a ion, lea n-
ing akes an ac i e o m, namely, expe imen ing wi h changing si ua-
ions. The lea ne akes a p ac ical app oach and is conce ned wi h
wha eally wo ks, as opposed o simply obse ing a si ua ion. Lea n-
ing s a s a one o hese ou s ages, no necessa ily wi h he fi s
s age. Pe phase, Kolb dis inguishes ou lea ning s yles ha op imise
i s lea ning e ec , which a e ela ed o he di e en phases o expe i-
en ial lea ning: di e ging o he di e ge (p e e ence o eeling and
wa ching), belonging o he phase be ween conc e e expe ience and
eflec i e obse a ion; assimila ing o he assimila o (p e e ence o
hinking and wa ching), belonging o he phase om eflec i e obse -
a ion o abs ac concep ualisa ion; con e ging o he con e ge
(p e e ence o hinking and doing), belonging o he phase be ween
abs ac concep ualisa ion and ac i e expe imen a ion; and accom-
moda ing o he accommoda o (p e e ence o eeling and doing),
om ac i e expe imen a ion o conc e e expe ience (Mainemelis e
al., 2002;McCa hy, 2016). Lea ne s he eby ei he ho izon ally i e -
a e on he axis om ac i e expe imen a ion o eflec i e obse a ion,
which, in heo y, allows o a ans o ma i e expe ien ial lea ning
p ocess, o i e a e be ween conc e e expe ience and abs ac concep-
ualisa ion, which allows o an expe ien ial lea ning expe ience ha
enhances hei g asp o he expe ience. These lea ning s yles and
ela ed p ocesses a e a guably ele an in he didac ical choices o a
eache , in each phase o he expe ien ial cycle.
Se e al au ho s ha e u he efined Kolb’s in e p e a ion o expe-
ien ial lea ning. Poli is (2005) deduced h ee main componen s o
en ep eneu ial lea ning based on a comp ehensi e e iew o expe i-
en ial lea ning: en ep eneu s’ca ee expe ience, he ans o ma ion
p ocess, and en ep eneu ial knowledge in e ms o e ec i eness in
ecognising and ac ing on en ep eneu ial oppo uni ies and coping
wi h he liabili ies o newness. Healey and Jenkins (2000) emphasise
he lea ning s yles o s uden s and he impo ance o ma ching hese
s yles wi h eache s’ eaching s yles. Fu he , as Tomkins and Ulus
(2016) emphasise, expe ien ial lea ning can be conside ed o ma k a
shi om s uden -cen ed lea ning o ela ionship-cen ed lea ning.
Unde s ood as such, i can be seen as a o m o sensemaking. Lisko
and O’dell (2010) emphasise i s cons uc ionis pe spec i e, ocusing
on social in e ac ion, which makes i especially aluable in medical
and nu sing educa ion. Specific ypes o ac ion lea ning, such as p ob-
lem-based lea ning and case-based eaching, ha e been de eloped
and es ed agains he backg ound o expe ien ial lea ning (Pe usso
& Baaken, 2020;Pe usso e al., 2021). Kayes (2002) conside s he
de elopmen o he heo y in he con ex o he linguis ic u n in he
social sciences and humani ies and he ole o language in cons uc -
ing expe ience. Kayes (2002) efines he expe ien ial lea ning heo y
by connec ing pe sonal lea ning o social lea ning. Tan and Vicen e
(2019) combine s uden -cen ic lea ning wi h expe ien ial lea ning
and define expe ien ial lea ning as cons i u ing wo k wi h eal-li e
clien s. McClellan and Hyle (2012) emphasise he impo ance o an
un amilia con ex in sensi ising s uden s o he expe iences in a
esea ch con ex in an an h opological sense.
Meanwhile, he expe ien ial lea ning heo y has also been
c i icised. Kolb a guably does no pay enough a en ion o eflec ion,
especially o cogni ion and emo ion as media ing ac o s in his p o-
cess (Boud e al., 2013). Kolb also pays ela i ely li le a en ion o he
impo ance o including a di e se eam o eache s in he expe ien ial
lea ning p ocess o do jus ice, especially wi h ega d o eflec ing-on-
ac ion, o he di e se pe spec i es and backg ounds o eache s and
lea ne s (Ande son, 2019). Ga ne (2000) c i icised he heo e ical
unde pinnings o lea ne ypes and ques ioned whe he lea ning is
confined solely o hese lea ning ypes (De Cian is & Ki on, 1996). An
impo an ques ion aised by Smi h e al. (2004) is whe he lea ning
can indeed be ypified in s ages. Fenwick (2001) c i icises he con-
s uc i is ou look o he heo y and i s lack o a en ion o con ex
and he ole o he eache . O d and Lea he (2011) doub he absence
o o he p o en lea ning s yles such as abs ac expe ience, passi e
lea ning, and seconda y lea ning. O he c i icisms a e o a psychody-
namic, social, and ins i u ional na u e, aising he ollowing ques ions
and conce ns: How does his heo y eflec psychodynamic p ocesses?
Wha ole does he social con ex and backg ound play (Reynolds,
1998)? How can expe ien ial lea ning be ins i u ionally acili a ed in
he educa ional sys em (Vince, 1998)?
Despi e hese efinemen s and c i icisms, Kolb’s heo y on expe i-
en ial lea ning emains immensely influen ial in esea ch on man-
agemen educa ion (Fielding, 1994;Robo ham, 1995), and has,
because o i s impac , e en been deno ed a a ce ain poin in ime as
‘ aken o g an ed’due o i s common and widesp ead accep ance
(Bea d & Wilson, 2006). I is gene ally pe cei ed as one o he mos
influen ial heo ies in managemen lea ning (Vince, 1998). Blaylock
e al. (2009) analyse expe ien ial lea ning as pa o he ‘ ele ance
u n’in managemen educa ion: away om he ‘scien ifica ion’o
managemen p ac ice (c . Bennis & O’Toole, 2005) owa ds ‘business
skills labo a o ies’. In managemen educa ion, expe ien ial lea ning
elies on he idea ha manage s lea n, by 1. ecognising and 2.
esponding o a di e se se o en i onmen al and pe sonal demands
(Kayes, 2002, p. 140). In business schools, expe ien ial lea ning he-
o y has been gaining solid g ound, o app oxima ely en yea s, as an
explici ly acknowledged eaching me hod (Be glund & Ve duyn,
2018;Kayes, 2002). F om he nine een six ies un il nea ly en yea s
ago, managemen educa ion mainly ocused on eaching heo e ical
app oaches o add ess managemen p oblems (B idgman e al., 2018;
Raelin, 2007). This has changed only in he las decade because o a
g owing ecogni ion o he need o manage s who a e be e
equipped o sol e p oblems in p o essional p ac ice. Expe ien ial
eaching me hods a e inc easingly included in managemen educa-
ion in o de o close he ‘ ele ance gap’be ween educa ion and p ac-
ice − ha is, he ex en o which managemen educa ion p epa es
s uden s o eal p o essional li e as an (R&D) manage ; o ins ance,
o sol ing complex managemen p oblems o which a adi ional
heo y-based managemen educa ion p og amme does no p epa e
hem su ficien ly (Pe usso e al., 2020).
SBEE, one o he newes ui s on he ee o managemen educa-
ion, eme ged due o a shi in he pe cep ion o he ele ance o aca-
demic esea ch and educa ion in socie y. The main ask o academic
educa ion has long been unde s ood as p epa ing s uden s o an aca-
demic esea ch ca ee only. Howe e , he posi ion and ask
Fig. 1. Expe ien ial lea ning: Phases, lea ning s yles, and ypes o lea ne s (adap ed
om McCa hy, 2016).
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
3
pe cep ion o uni e si ies has shi ed o include esea ch and educa-
ion ha makes e e ences o and is conduc ed in a eal-li e con ex o
applica ion (Blankes eijn e al., 2019). An impo an d i e o his
de elopmen is he idea ha economic p og ess can be achie ed
h ough scien ific inno a ion. Howe e , despi e inc easing scien ific
knowledge, comme cialisa ion based on inno a i e findings in sci-
ence gene ally emains limi ed, especially in Eu ope (Anon., Deal-
oom, 2023).
En ep eneu ship educa ion is widely pe cei ed as he missing
link he e, which is mani es ed in a g ow h o academic p og ammes
ocusing on eaching (science-and ech-based) en ep eneu ship
(Ba e al., 2009) and inc easing a en ion o hema ising en e-
p eneu ship a s a egic le els (Blankes eijn e al., 2019). Expe ien ial
eaching, based on Kolb’s unde s anding, has p o en o be a highly
e ec i e eaching me hod in en ep eneu ship educa ion (P yo ,
2016). Expe ien ial lea ning is a equi emen in en ep eneu ship
educa ion (Van Ewijk e al., 2020), as discussed abo e. Al hough
many ask- ela ed skills can be augh h ough a adi ional didac ic
app oach, he c ea i e and inno a i e abili ies needed in en e-
p eneu ship educa ion p esuppose and equi e expe ien ial educa-
ional me hods (Hen y e al., 2005).
Expe ien ial lea ning in eaching p axis
The ollowing a e ele an ques ions o eaching p axis: Wha
does lea ning ha s a s wi h expe ience mean, on a undamen al,
epis emological le el, o ou unde s anding o he de elopmen o
new knowledge, skills, and a i udes? How is new knowledge de el-
oped and cons uc ed by lea ne s in expe ien ial lea ning, and how
does his p ocess di e om a classical, cogni ion- ocused idea o
lea ning? Wha does his mean o eaching p ac ices? Indeed, he
mechanisms unde lying lea ning and knowledge de elopmen in he
con ex o expe ien ial lea ning p axis a e undamen ally di e en
om hose based on he common-sensical unde s anding o how
lea ning is achie ed. Raelin (2007) a gues ha eaching me hods o
expe ien ial lea ning in managemen educa ion build upon an epis e-
mology ha mo es away om he classical, s ic di ision be ween
hinking and ac ing. Expe ien ial lea ning assumes ha h ough ac -
ing, we en ich ou hinking - and ice e sa. Reflec ion is pi o al in
his p ocess, o op imise he lea ning e ec o mo ing along his spec-
um (H€
agg & Ku czewska, 2020).
Expe ien ial lea ning hus equi es a new epis emological an age
poin , di e en om he common-sensical one based on he assump-
ion o a s ic Ca esian dis inc ion (‘cogi o e go sum’) be ween
hinking and ac ing −and consequen ly, a e hinking o classic each-
ing me hods such as lec u ing and in-class oom assignmen s ocusing
on enhancing cogni ion based on assessmen o he eache s only.
This ype o hinking abou p axis and expe ien ial lea ning has i s
ounda ion in he ‘p ac ice u n’in social heo y on knowledge de el-
opmen (Scha zki e al., 2001). This epis emology ha expe ien ial
lea ning eflec s and builds upon also con as s wi h he common-
sensical and o en implici heo y o lea ning and knowledge de el-
opmen ha many eache s hold. The commonsense way in which
we assume we unde s and he wo ld, based on he Ca esian spli
be ween hinking and ac ing, legi imises he classical highe educa-
ion eaching me hods o unidi ec ional eache - o-s uden knowl-
edge ans e , such as lec u es. Teache s he eby con ey ‘in o ma ion
o a cap i e and passi e s uden body’(Raelin, 2007), ocusing on he
de elopmen o in ellec and cogni ion only.
The unde lying epis emology o expe ien ial lea ning, s a ing
om expe ience ins ead o cogni ion, implies ha he ex en o
which he ou consecu i e aspec s mani es in eaching p ac ices
needs o be e alua ed. These aspec s a e de i ed om an ex ended
li e a u e e iew o esea ch on eaching p axis in expe ien ial lea n-
ing. The li e a u e, as discussed in he ollowing pa ag aphs and sum-
ma ised in Table 2, emphasises he impo ance o 1. in ol ing an
elemen o eal-wo ldness in educa ion, as e e ing o he phase o
expe ience; 2. i s explici acknowledgemen and unde s anding o
managemen p oblems as being in hei e y essence ill-defined, as
e e ing o he phase o abs ac concep ualisa ion; 3. in ol emen
in he execu ion o he designed solu ions/ ecommenda ions, which
eflec s he phase o ac i e expe imen a ion; and 4. he impo ance
o eflec ion in he lea ning p ocess. This s udy examines educa ional
p ac ices om hese ou pe spec i es.
Ou esea ch ela es o discussions on me hods o expe ien ial
lea ning as such, which a e indeed cu en ly ac i ely applied in man-
agemen educa ion p ac ices such as ac ion lea ning, p oblem-based
lea ning, and case-based eaching (B idgman e al., 2018;Pe usso &
Baaken, 2020;Pe usso e al., 2021). Howe e , in he ela i ely new
field o SBEE, conside a ions ega ding apping in o s uden s’lea ning
s yles ha e no ye been explici ly guiding didac ical choices in each-
ing p ac ice.
The li e a u e has o en ocused on esea ching lea ning s yles pe
expe ien ial lea ning s age and emphasises he need o di e si y
wo k o ms o op imise alignmen wi h he di e se lea ning s yles o
s uden g oups (e.g. Manolis e al., 2013;Kolb & Kolb, 2006). Be o e
making sys ema ic decisions on appealing o lea ning s yles and
di e si ying wo k o ms, we aim o e u n o he undamen als. A
ho ough unde s anding o he basic s a ing poin is essen ial - spe-
cifically, i is impo an o g asp he specifica ions o expe ien ial
lea ning o u he de eloping he didac ics o SBEE in he fi s place.
We analyse hese eaching p ac ices om he a o emen ioned
ou pe spec i es, which a e u he explo ed by del ing in o he
bodies o li e a u e ha ocus on hem and a e p esen ed in he li e -
a u e e iew below. We iden ified ela ed li e a u e by sea ching he
Web o Science o he mos ci ed pape s on he ou phases o expe-
ien ial lea ning. We hen selec ed pape s wi h a specific ocus on
hei applica ion in he class oom, ia conc e e in e en ions. Each
body o li e a u e iden ified in his way ci cumsc ibes a phase o
expe ien ial lea ning and p oposes and es s ce ain didac ical o -
ma s and in e en ions ha ope a ionalise expe ien ial lea ning. We
use hese ou bodies o li e a u e o cons uc analy ical ca ego ies
o concep ually analyse he case (Boeije, 2009; Yin, 2009).
Expe ience: b inging eal-wo ldness in o he class oom
The fi s ype o eaching p axis conce ns he eache ’s ecogni ion
o he impo ance o b inging he eal wo ld in o he class oom. This
is e e ed o as he eache a emp ing o eplica e he ‘ eal-wo ld-
ness’o managemen and en ep eneu ship p ac ices (Dollinge ,
2008). S uden s lea n o deal wi h elemen s o unce ain y, p essu e,
mo al judgemen , and isk.
Becoming acquain ed wi h an au hen ic wo k en i onmen allows
lea ne s o acqui e ‘ he dynamic and cul u e o he p ac ice’. Sha ing
o such insigh s o he lea ne wi h o he lea ne s could acili a e dis-
cussions o bo h he b oad and specific implica ions o acqui ed heo-
e ical knowledge o he p ac ice o uni e si y-indus y echnology
ans e .
Ca ige (2015) specifically ocuses on he ole o p oblem-based
lea ning he e, as opposed o lec u e-based eaching −whe eby he
p oblem is loca ed in he eal wo ld. To con ey eal-wo ldness, a spe-
cific ocus on eal-wo ld p oblems ha can be encoun e ed in man-
agemen p axis is needed.
Case-based eaching also uses he eal wo ld as a an age poin .
Cases can be b ough in o he class oom ia gues lec u es, (game-
based) simula ions, and po olios o sou ce ma e ials ha in o m he
defini ion o a eal-wo ld case as he basis o case-based eaching
(Fa ashahi & Tajeddin, 2018;Sachau & Naas, 2010;The oux, 2009).
Real-wo ldness se es o esea ch a case in i s ull complexi y.
This se es as a s a ing poin o de angling he case and mo ing
om wicked, ill-defined managemen issues o a mo e concep ual
delinea ion. I is abou in oking a join p ocess be ween s uden s and
eache s, whe eby hey s a o consecu i ely ecognise and ully
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
4
acknowledge he messiness o managemen p oblems in he eal
wo ld. B inging he eal wo ld in o he class oom se es as an expe i-
en ial al e na i e o he solois ic eache ’s ac o boiling his complex-
i y down in o a nea ly o de ed heo e ical-concep ual p oblem in
classical managemen educa ion (D uckman & Ebne , 2018;Rosen-
hal, 2016;The oux, 2009). I depends on a p ocess o co-c ea ion o
he p oblem defini ion by bo h s uden s and eache s.
Abs ac concep ualisa ion: ecogni ion o he ill-defined na u e o
managemen p oblems
The second body o li e a u e posi s ha expe ien ial lea ning
occu s when s uden s ecognise he inhe en ly ill-defined na u e o
managemen p oblems (Dehle & Welsh, 2014;Gosling & Min zbe g,
2006;Raelin, 2009). S uden s o en s uggle o g asp a si ua ion a an
abs ac concep ual le el, as hey ha e adi ionally been augh .
T adi ionally, managemen educa ion cases ha e clea (lea ning)
goals o help s uden s lea n, unde s and, and syn hesise heo y. The
ele an in o ma ion and answe s can be ound in he lea ning ma e-
ials. This use o cases has been c i icised by Raelin (2009, p. 407) as a
p ac ice o ‘spoon- eeding’‘in o ma ion o a cap i e and passi e s u-
den body’ ha ‘ ies o make nea an ac i i y ha is no mally messy’.
Howe e , he na u e o managemen p oblems in he eal wo ld is
o en complex and uns uc u ed and migh dis up cu en logic.
They a e, in hei e y essence, ill-defined. In expe ien ial lea ning,
his impossibili y o defining a p oblem is pe cei ed as a gi en. This
ep esen s an impo an s a ing poin o managemen and en e-
p eneu ship educa ion.
Gosling and Min zbe g (2006) emphasise he impo ance o each
managemen educa ion ‘as i bo h ma e ’, by which hey mean ha
managemen educa ion should no aim o o e ly heo ise manage-
men o each s uden s he subjec . ‘Educa ion’is jus as c ucial as
‘managemen ’in he lea ning p ocess. This highligh s he impo ance
o making delibe a e choices in educa ional design o acknowledge
he inhe en ly ill-defined na u e o managemen p oblems. Ins ead
o encou aging an immedia e eflex o heo ise managemen p ob-
lems - o en a misleading way o make hem seem con ollable - he
ocus should be on acknowledging he impossibili y o concep ualis-
ing he p oblem, a leas wi hou di ec in ol emen in i , ha is, he
execu ion phase o expe ien ial lea ning. S a ing wi h acknowledge-
men o he ill-defined na u e o he p oblem in he class oom gua -
an ees e ec i e expe ien ial lea ning (Dehle & Welsh, 2014).
Second, a clea delinea ion o he p oblem is equi ed. Soc a ic
me hods o ques ioning, whe eby undamen al assump ions a e
esea ched ia a pa icula way o posing ques ions by he eache s,
as well as concep ualisa ion echniques, me hods o b ain mapping,
and s uc u ed g oup discussions se e as means o mo e om ill-
defined p oblems o abs ac concep ualisa ion. Ano he echnique
ha Sachau and Naas (2010) discuss a e ‘case compe i ions’, which
emphasises he impo ance o p e-discussing cases in hei ull com-
plexi y be o e enabling lea ne s o design and execu e e ec i e solu-
ions.
Key lea ning goals ha acknowledge he ill-defined na u e o
managemen p oblems include de eloping esea ch skills and con-
cep ualising hese p oblems as manageable ones. This in ol es e o -
mula ing empi ical si ua ions in o concep ual amewo ks. The
p ocess is mos e ec i e when exe cises in abs ac concep ualisa ion
a e designed as co-c ea i e e o s o define he p oblem, wi h sup-
po om s uden s, eache s, and e en p o essionals, in case hey a e
in ol ed.
In ol emen in execu ion as pa o managemen and en ep eneu ship
educa ion
The hi d aspec in expe ien ial eaching p axis esea ched and
discussed in he li e a u e is he execu ion phase (Blaylock e al.,
2009;Fa ashahi & Tajeddin, 2018). In expe ien ial lea ning, s uden s
need o be challenged no only o define p oblems and design
solu ions, bu also o es hese solu ions. This phase in ol es execu -
ing he en isioned solu ion and expe imen ing wi h di e en ou -
comes. This phase o expe ien ial lea ning ocuses on execu ion by
encou aging s uden s o adop a lea ning app oach cha ac e ised by
seeking solu ions o p oblems.
Blaylock e al. (2009, p. 583) discuss he use o ‘business skills labo a-
o ies’in his con ex , o ‘peel away laye s o e eal hidden s a egic,
economic, compe i i e, human and poli ical complexi ies’. S uden s a e
imme sed in he eali y o a business and a e men o ed by a s a mem-
be −di e ing om simula ion as a eaching me hod, which is o en
suppo ed by so wa e ools (Hyams-Ssekasi & Tahe i, 2022).
Fa ashahi and Tajeddin (2018) esea ched how s uden s de elop
p oblem-sol ing skills h ough expe ien ial lea ning me hods such as
case-based eaching, based on a sample o 194 s uden s who pa ici-
pa ed in simula ions o managemen p oblems. They confi m he
g ea added alue o such me hods, as opposed o lec u ing alone.
Sco (2017) s udied how expe ien ial lea ning me hods con ib-
u e o managemen educa ion, finding a s ong posi i e e ec o
ac ion lea ning and p oblem-based lea ning on bo h leade ship
de elopmen and p oblem-sol ing skills. In e nships and p ojec
educa ion p o ide con ex s in which s uden s can expe imen wi h
p oblem defini ions and subsequen solu ions, enabling expe ien ial
lea ning.
These eaching me hods acknowledge he impo ance o being
in ol ed in ac i e expe imen a ion and emphasise he impo ance o
hands-on in ol emen in he execu ion o he en isioned solu ion.
P ojec educa ion is o en implemen ed o p o ide s uden s wi h
exe cises ela ed o de eloping ecommenda ions and execu ing p o-
posed solu ions.
Reflec ion as a means o ansla e expe ience in o new knowledge, skills,
and a i udes
The ou h esea ch s eam on expe ien ial lea ning in eaching
p axis ocuses on he impo ance o eflec ion on expe ience in he
class oom (Ajjawi & Boud, 2018;Be glund & Ve duyn, 2018;Boud e
al., 2013;Cajiao & Bu ke, 2016;Moon, 2013;Nicol e al., 2014;Sadle ,
2014;Sch€
on, 2017). Th ough eflec ion, s uden s lea n ha he p o-
cess leading o a solu ion equi es s epping back om expe ience,
e en while s ill being imme sed in lea ning a he cogni i e le el.
Boud e al. (1987) iden i y eflec ion as c ucial in enabling a p o-
cess whe eby lessons a e d awn om expe iences, such as h ough
in e nships. Coaching and p o iding eedback du ing expe ien ial
lea ning can se e o s imula e eflec ion.
Sch€
on (2017) conduc ed seminal wo k on eflec ion, eflec i e
p ac i ione s in pa icula , highligh ing he impo an ole o aci
knowledge in p o essional p ac ice, de eloped h ough expe ience.
Ajjawi and Boud (2018) ha e also confi med he impo ance o eflec-
ion. They show ha eedback dialogues may be seen as a o m o
eflec ion, as hey aim o ha e an e ec on lea ne s ha ex ends
beyond lea ne s’immedia e asks. I hus s imula es sel - egula o y
lea ning.
Cajiao and Bu ke (2016) addi ionally emphasise he impo ance o
psychological sa e y in social in e ac ions o acili a e lea ne eflec-
ion in managemen educa ion. G ey (2004) pe cei es eflec ion as
an an ido e o managemen educa ion as an eli is endea ou and
p io i ises eflec ion in wha has been dubbed ‘c i ical managemen
educa ion’(c . Be glund & Ve duyn, 2018). Nicol e al. (2014) add
eflec ion as a cen al elemen in pee eedback p ocesses as a means
o op imise he e ec o eedback. Sadle (2014) sees a simila ole o
eflec ion in eedback, add essing and acknowledging i s highe -
o de e ec as compa ed o eedback only.
Pe usso e al. (2020) dis inguish h ee ypes o eflec ion ha
enable such sys ema ic eflec ion h ough coaching and eedback:
fi s -o de eflec ion-in-ac ion, second-o de eflec ion-on-ac ion,
and hi d-o de c i ical eflec ion. Fi s -o de eflec ion-in-ac ion
equi es s uden s o e- hink ules, ac s, and heo ies, and in en
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
5
and expe imen wi h hei new unde s anding du ing he expe ien-
ial lea ning p ojec . The coaching eache migh poin ou inconsis-
encies du ing he in e ac ions and sugges new di ec ions.
The e o e, he eache c ea es an ac i e lea ning en i onmen ha
s imula es he eflec ion and de elopmen o compe encies. As sec-
ond-o de eflec ion, eflec ion-on-ac ion conside s wha happened
du ing he execu ion bu discusses he expe iences a e he same.
The eache helps s uden s mo e beyond he in ui i e ac ions ha
ha e been aken and de elop compe encies by unde s anding hei
beha iou and conside ing al e na i e beha iou s ha migh be
mo e e ec i e. Finally, hi d-o de c i ical eflec ion ocuses s uden s’
a en ion on pe sonal and hidden assump ions and aims o s imula e
hinking abou how pe sonal influences shape hei expe iences.
Feedback and coaching a e aspec s ha a eache can di ec ly con ol
and conside while designing he educa ional con ex .
Hibbe (2013) emphasises he impo ance o eflexi i y in
in o ming hough ul, esponsible, and e hical managemen p ac ices.
He sees eflexi e dialogue as aluable o add ess and make use o
di e si y in he class oom. I is a means o add ess powe issues, and
on a deepe le el, spa k new pe spec i es on he ‘sociological imagi-
na ion’, ideally enabling ‘ideological explo a ion’(p. 820).
Fu he , i assis s in, as B idgman e al. (2018) poin ou , mo ing
away om he use o cases in expe ien ial lea ning, as ‘p ofi maximi-
za ion oolki s’only. Hibbe e al. (2010) examined he implica ions
o eflexi i y o esea ch p ac ice. They emphasise i s impo ance as
pa o he esea ch p ocess o ule ou bias and de elop new p inci-
ples o unde s anding.
Reflec ion can be s imula ed h ough o ma i e eedback p ac i-
ces; eflec i e con e sa ions wi h, o example, men o s; and a ocus
on compe ence de elopmen and p o essional de elopmen . Reflec-
ion is c ucial as i sys ema ically exe cises he skill o c i ical hink-
ing. Reflec ion po en ially con ibu es o ans o ma i e lea ning
expe iences (F isk Redman & La son, 2011;Lans e al., 2014;Wals &
Jickling, 2002).
Me hod
This empi ical esea ch in ol ed a case s udy wi h embedded uni s
(Bax e & Jack, 2008). The embedded uni s in he case s udy we e wo
p og ammes o SBEE: he bachelo ’s and mas e ’s p og ammes in SBI
a V ije Uni e si ei Ams e dam in he Ne he lands. These p og ammes
ha e been de eloped o e a pe iod o fi een yea s.
In ou me hodology, we combined in e iews, obse a ions, and
documen analysis o ga he comp ehensi e da a on expe ien ial
lea ning exe cises o e ed o s uden s in he di e en p og ammes.
The collec ed da a we e me iculously o ganised in ou cus om case
s udy da abases (Yin, 2009).
The da ase included cou se guides specifically s a ing he lea n-
ing goals o each cou se, annual epo s o bo h p og ammes, o e -
iews and discussions o in ended lea ning ou comes, examina ion
files and plans, eache s’(fi s -hand) expe iences, and digi al lea ning
en i onmen s and ools (e.g. eaching ma e ials such as lec u e
slides). The da a ep esen cou se ma e ials and o ficial documen s as
well as he fi s -hand expe iences o he au ho s in ol ed in he p o-
g amme in c ucial managemen posi ions.
d
These documen s ep esen o mal s a emen s on he con en and
posi ion o he educa ional p og ammes a V ije Uni e si ei Ams e -
dam. They ha e been used in o mal go e nmen -o de ed acc edi a-
ions o he educa ional p og ammes, e en s aimed a p o iding
in o ma ion o p ospec i e s uden s, and yea ly managemen and
con ol cycles o he uni e si y. The documen s ha e been w i en
and compiled by key p o esso s, di ec o s, and ad iso s in ol ed in
building, implemen ing, and managing he p og ammes.
Da a iangula ion was pe o med o alida e ou findings. The
da a we e iangula ed by c oss-compa ing hese documen s (Fa qu-
ha e al., 2020). We also sough eedback om hose in ol ed in he
p og ammes. We conduc ed ac checking o di e en e sions o his
pape by hese key ac o s and/o ela ed academic s a membe s o
ensu e he eliabili y and alidi y o he ou comes o his s udy and
hei co esponding desc ip ions (Yin, 2009).
Case s udy
The case s udy wi h i s wo embedded uni s ocused on he bache-
lo ’s and mas e ’s p og ammes in SBI a he Facul y o Science a V ije
Uni e si ei Ams e dam in he Ne he lands. SBI s uden s s udy how
(na u al) science can be de eloped in o economically, socially, and
ecologically iable oppo uni ies, in u n con ibu ing o comme -
cially and socially aluable p oduc s, se ices, p ocesses, me hods,
and app oaches. Fi s , s uden s gain na u al scien ific knowledge in
he disciplina y fields o chemis y and physics, ela ed o opics in
he sus ainable ene gy sciences and li e sciences. Second, hey lea n
abou he social and scien ific undamen als o inno a ion sciences,
business p ocesses, and o ganisa ional sciences. En ep eneu ship is
a cen al heme in bo h p og ammes. The p og ammes a e o e ed in
he Facul y o Science by he Depa men o Chemis y and Pha ma-
ceu ical Sciences and he Depa men o Physics and As onomy.
Bo h he p og ammes ha e been o mally acc edi ed by he Acc edi-
a ion O ganisa ion o he Ne he lands and Flande s (NVAO), a
Du ch-Flemish o ganisa ion acc edi ing highe educa ion p og ams
in he Ne he lands and Belgium. Addi ionally, he bachelo ’s p o-
g amme holds he Special Fea u e En ep eneu ship o he NVAO, a
na ional quali y ma k ha highligh s dedica ed a en ion in he p o-
g amme o he de elopmen o s uden s’knowledge, skills, and a i-
udes ela ed o en ep eneu ship. These p og ammes dis inguish
hemsel es om simila p og ammes augh in o he egions o he
Ne he lands by eaching inno a ion managemen a he fi m le el,
oge he wi h a s ong ocus on science-based, echnological p oduc
inno a ions s emming om knowledge and insigh s om he fields
o physics and chemis y.
The basic concep o he educa ional p og ammes is ha s uden s
can choose hei lea ning modules, by aking elec i e na u al science
cou ses, social science cou ses, o cou ses wi h an in e disciplina y
cha ac e . The design o he p og ammes is such ha s uden s ha e a
solid o good backg ound in he na u al sciences, social sciences, and
inno a ion sciences, as well as expe ience wi h se ings in p ac ice in
which science-based inno a ion h ough alo isa ion akes place.
The emphasis is on wo domains: ‘li e and heal h’, ocusing on alo -
isa ion o d ug de elopmen , medical echnology, and medical ea -
men , and ‘ene gy and sus ainabili y’, concen a ing on alo isa ion
o clean and enewable ene gy echnology and ci cula p oduc s and
p oduc ion p ocesses. Examples o na u al science cou ses a e ‘Ma e-
ials o Ene gy and En i onmen al Sus ainabili y’and ‘Biomedical
Modelling and Simula ion’. Social sciences a e, o example, co e ed
in he cou se ‘Business, Inno a ion and Value C ea ion in he Li e Sci-
ence Indus y’and ‘New Ways o Wo king’. Inno a ion sciences a e,
o example, ep esen ed in cou ses including ‘Managemen and
O ganiza ion o Technological Inno a ion’and ‘En ep eneu ship and
Inno a ion’.
S uden s wo k on p ojec s in and o companies du ing he p o-
g ammes. In he bachelo ’s p og amme, s uden s engage in inno a-
ion p ojec s and he bachelo ’s p ojec , making up o a o al o 48
s udy c edi s acco ding o he Eu opean C edi T ans e and Accumu-
la ion Sys em (ECTS) o he 180 ECTS de o ed o p ojec -based, case-
based educa ion. Hal o he SBI mas e ’s p og amme (60 ECTS o he
120 ECTS), ha is, he las pa o he fi s , second, and final yea s, is
dedica ed o applying na u al science and business and inno a ion
science in he empi ical field: he science p ojec o 24 ECTS in he
fi s yea , and he mas e ’s p ojec o 36 ECTS in he second and final
d
An o e iew o he da a can be ound in he appendix.
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
6
yea s. In he las pa o he fi s yea , s uden s apply he app op i-
a ed knowledge in he science p ojec . The mas e ’s p ojec is dedi-
ca ed o s udying he in eg a ion o na u al sciences in comme cial
business ajec o ies in p ac ice. S uden s lea n abou in eg a ion in
heo y and p ac ice. They gain p ac ical expe ience h ough he sci-
ence p ojec and he mas e ’s p ojec .
Da a collec ion
Table 1 p esen s a selec ion o cou ses om he SBI bachelo ’s and
mas e ’s p og ammes ha gene a e bo h heo e ical and p ac ical
s uden expe iences linked o science- and echnology-based en e-
p eneu ship. The cou ses mee he undamen al basis o elemen s
discussed in Sec ion 2. Expe ien ial lea ning is especially impo an
in SBEE (Hen y e al., 2005;P yo , 2016;Van Ewijk e al., 2020). As
p e iously discussed, ac o s suppo ing expe ien ial lea ning in he
class oom assis in cons uc ing and econs uc ing expe ien ial
lea ning p ocesses in eaching p axis in hese p og ammes. As such,
lessons d awn om hese p og ammes could be use ul o simila
academic educa ional p og ammes in o he se ings.
Analy ical amewo k
Below, we p esen a li e a u e-based analy ical amewo k con-
s uc ed o enable a s uc u ed and li e a u e-guided empi ical case
s udy. Table 2 p esen s an o e iew o he ou aspec s discussed in
he li e a u e e iew. The analy ical amewo k se es as an ins u-
men o sys ema ically s udying, ca ego ising, and discussing find-
ings om he empi ical cases (Yin, 2009). By iden i ying hemes in
he exis ing li e a u e and analysing hem in he wo embedded
cases, we we e able o ecognise he b oade meanings and implica-
ions o he expe ien ial lea ning exe cises in he case s udy (Boeije,
2009).
Analy ical alidi y and ans e abili y
This s udy was based on an in-dep h, single case s udy design
wi h wo embedded uni s. This case s udy gene a es an in-dep h,
fine-g ained unde s anding o a si ua ion, phenomenon, and/o
se ing (Bax e & Jack, 2008). The case s udy is explo a o y, as he
didac ics o SBEE a e ela i ely unde - esea ched. To aim o gen-
e alisabili y o he findings o compa able cases in uni e si ies,
ha is, o ealise analy ical alidi y o he findings o compa able
cases (Yin, 2009), an educa ional p og amme was chosen ha fi s
wi hin a ela i ely new and g owing landscape o simila educa-
ional acks ocusing on en ep eneu ship educa ion, as shown
by Aud e sch and Caiazza (2016),Aud e sch (2017) and Cla ysse
e al. (2009) o en ep eneu ship educa ion in gene al, and mo e
specifically o SBEE, by Ba e al. (2009),Lackeus & Williams-
Middle on, 2015 and Ma esch e al. (2016).
Appendix 1 p o ides an o e iew o he da a sou ces. Each
sou ce in he appendix is e e ed o by a numbe , which is used
o e e encing in he esul s sec ion. Da a we e analysed using
quali a i e con en analysis (Hsieh & Shannon, 2005). Accu acy
wi h ega d o ep esen a ion o he da a in he esul s sec ion
was e ified by key in o man s in ol ed in he building and man-
agemen o he bachelo ’sandmas e ’sp og ammes, husapply-
ing he p inciple o da a iangula ion, which enhances he
in e nal eliabili y o he da a and s udy (C eswell & Mille ,
2000).
Resul s
The esul s a e in oduced pe embedded uni . Fi s , he bachelo ’s
p og amme in SBI is in oduced, ollowed by he mas e ’s p og amme
in SBI. The cou ses in oduced in Table 1 a e discussed acco ding o
each elemen o expe ien ial lea ning.
Table 1
Expe ien ial lea ning in he bachelo ’s and mas e ’s p og ammes in SBI a V ije Uni e si ei Ams e dam.
Cou se name, amoun o ECTS B ie cou se desc ip ion
Bachelo Essen ials o Science, Business, and Inno a ion, 6 ECTS Gene al in oduc ion o na u al science-d i en inno a ion and he ole o ac o s such as he echnology
en ep eneu . Team-based p ojec o a sel -defined ‘inno a ion X p ojec ’consis ing o a na u al sci-
ence base and business applica ion.
Inno a ion P ojec Medicine, 6 ECTS Acqui ing knowledge and insigh in o he d ug disco e y and de elopmen p ocess o new medicines.
The assignmen in ol es wo king in a eam comp ising s uden s om bo h science, business, and
inno a ion and pha maceu ical sciences on he d ug de elopmen ajec o y o a p edefined illness.
En ep eneu ship and Inno a ion, 6 ECTS Basic knowledge abou en ep eneu ship by analysing cases on he oppo uni y-de elopmen p ocess,
and he ole o esou ces and he en i onmen . In e iewing an en ep eneu and eflec ing on
en ep eneu ial compe encies. Using heo ies and eache guidance o de elop, as a eam, a sel -
defined business oppo uni y.
Inno a ion P ojec Ene gy, 6 ECTS De elop a sel -defined science-based oppo uni y o an ene gy company. Wo k as a eam o de elop
and e alua e compe i i e business ideas by alking o he inno a ion manage o an ene gy company
and use company documen s, pi ching he idea o he inno a ion manage and deli e ing a business
epo .
Inno a ion P ojec Heal h and Diagnos ics, 6 ECTS Wo k as an en ep eneu ial eam in consul a ion wi h an ea ly-s age science and ech-based en ep e-
neu o de elop a business idea, and e alua e elemen s o he p ojec con ex by de eloping science
and business c i e ia and, finally, pi ch he idea using a pos e .
Inno a ion P ojec Ene gy T ansi ion, 6 ECTS De elop a business oppo uni y as a eam s a ing wi h explo ing a specific ansi ion con ex o an
al e na i e uel and ela ed p oduc ion echnologies. This is ollowed by conduc ing a long- e m sce-
na io planning assessmen , finally leading o business oppo uni y assessmen , which p esen s a
business oppo uni y in ela ion o an economic, business, and inno a ion con ex .
Bachelo ’s P ojec , 24 ECTS S uden s conduc an independen esea ch p ojec wi hin a company. The p ojec includes de e mining
a esea ch ques ion, company desc ip ion, li e a u e e iew, esea ch me hod, empi ical s udy ele-
an o he company se ing, and discussion and conclusion.
Mas e Science P ojec , 24 ECTS Me hodological design and execu ion o an independen esea ch p ojec on R&D om a science, busi-
ness, and inno a ion pe spec i e.
SBI P ojec and Mas e ’s Thesis, 36 ECTS S uden s conduc an independen esea ch p ojec wi hin a company, including defining he p oblem
and alue o he p ojec con ex in ela ion o he ele an SBI elemen s, designing he p ojec o each
bo h business and academically alid esea ch esul s o con ibu e o sol ing he p oblem and c ea e
alue, and execu ing he p ojec h ough da a acquisi ion and w i en and o al epo ing o he esul s.
Abb e ia ion Meaning: ECTS, Eu opean C edi T ans e and Accumula ion Sys em; SBI, Science, Business, and Inno a ion; R&D, Resea ch and De elopmen .
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
7
Bachelo ’s p og amme in SBI
Essen ials o science, business, and inno a ion
Essen ials o Science, Business, and Inno a ion (ESBI) is he fi s
cou se s uden s ake in he bachelo ’s p og amme in SBI [1]. I o e s
an o e iew o he main heo ies and p oceeds o apply hem in he
p ac ical domain, hus in oducing eal-wo ldness. I ocuses on
de eloping an ac i e lea ning a i ude and collabo a ion compe en-
cies h ough he execu ion o g oup assignmen s [3]. Fo example,
s uden s can choose a case o s udy - a a udimen a y le el - he
ex en o which a echnology is comme cially iable. Th ough a sel -
defined eam-based p ojec , s uden s a e s imula ed o define a p ob-
lem and solu ion o a opic om a p edefined lis o opics [4]. He e,
he elemen o ill-defined p oblems comes in o play. The eams a e
men o ed du ing fi e sessions by academic s a who p o ide imme-
dia e eedback on he in ui i ely designed business cases by connec -
ing he idea wi h heo ies discussed du ing lec u es, s imula ing
eflec ion-in-ac ion [2]. Mo eo e , gues lec u es a e conduc ed o
b ing p ac ice in o he class, he eby enhancing eal-wo ldness [5].
Al hough eflec ion is pa o he cou se, he e is no sys ema ic
app oach o eflec ion in he o m o a lea ning ac i i y, and i he e-
o e only akes place in an in o mal ashion [6].
Inno a ion p ojec medicine
The con ex o he cou se is p o ided by he de elopmen o a
medicine o an illness such as COVID-19 o mala ia, which is
in o med by eal-wo ld inciden s. A unique ea u e is ha he s uden
eam consis s o bo h SBI and pha maceu ical science s uden s [7].
The e o e, s uden s ha e he oppo uni y o wo k wi h people om a
di e en knowledge communi y [8]. Bo h ypes o s uden s ha e ol-
lowed simila mono-disciplina y science backg ound cou ses; how-
e e , SBI s uden s also ha e knowledge o and expe ience wi h
business and inno a ion. This allows o a comp ehensi e p ocess o
de eloping a join p oblem defini ion [12]. Toge he , hey execu e a
eam-based ask [7]. Du ing he p ojec , coaching sessions a e essen-
ial. They a e o ien ed owa ds he execu ion o p ac ical asks, bu
also encou age eflec ion in- and on-ac ion. Because o he na u e o
he case, in some ins ances, i can be no ed o con ibu e o ans o -
ma i e lea ning, whe eby s uden s become awa e o he ype o logic
a play a a deepe , pe sonal le el. In addi ion, a lec u e -coach acili-
a es and guides in e ac ion [11]. This coach plays a key ole du ing
he mee ings by ocusing on he ask and ensu es ha all asks ha e
been comple ed and eedback has been inco po a ed [10]. Ano he
example is he final coaching session, in which he coach makes su e
ha e e ybody ollows a cons uc i e app oach o alking abou
pee eedback and ha all indi idual s uden s o mula e expe ience-
g ounded lea ning goals o he nex p ojec . A e he final
session, he s uden s discuss hei mos impo an lea ning momen s
in a eflec ion epo . Reflec ion is hus a cen al elemen in his
cou se [9].
En ep eneu ship and inno a ion
The cou se co e s se e al opics such as he en ep eneu ial
mindse , he en ep eneu , esou ces and hei de elopmen , and he
influences o he con ex in which en ep eneu ship akes place [15].
S uden s a e also equi ed o in e iew an en ep eneu o hei
choice, whe eby he p o essional ne wo k o eache s is ac i a ed o
gua an ee inpu om he p o essional domain [12]. Such en ep e-
neu s se e as impo an ole models o s uden s and, in some cases,
ac as men o s [16]. When s uden s sha e hei in e iew expe ien-
ces, hey o en ema k ha hey acqui ed a di e en unde s anding
o wha i means o be an en ep eneu −which sensi ises hem o
he ill-defined na u e o he phenomenon ‘en ep eneu ship’. A mo e
p ac ical pe spec i e in he cou se in ol es s uden s de eloping a
Table 2
Expe ien ial lea ning in managemen educa ion.
Aspec s o expe ien ial lea ning Facili a es expe ien ial lea ning in
managemen educa ion
Rela ed didac ical in e en ions in he
li e a u e
Li e a u e
1. In ol ing he eal-wo ld con ex in he
class oom
Real-wo ld p oblems ca y elemen s o
unce ain y, p essu e, mo al judge-
men s, and isk-si ua ions manage s
handle in eal li e. Addi ionally, hey
o e con ac wi h au hen ic wo k
en i onmen s, allowing lea ne s o
acqui e he ‘cul u e o p ac ice’.
Use o gues lec u es
Use o case-based wo k o ms
Use (on a p og amme le el) o inpu s
om p o essional domains
Ca ige , 2015;Dehle & Welsh, 2014;
Raelin, 2007,2009; Reynolds and
Vince, 2007; Sch€
on, 1987; Sco , 2017.
2. Acknowledging ill-defined na u e o
eal-wo ld managemen p oblems,
concep ualisa ion phase
Real manage ial p oblems a e complex
and uns uc u ed; u u e manage s
need o wo k wi h challenges ha
equi e mo e han a s aigh o wa d
applica ion o heo e ical models on
ill-defined p oblems.
Focus on de elopmen o esea ch
skills, especially concep ualisa ion
Focus on impo ance o p oblem
defini ion
T ansla ing an empi ical si ua ion o a
concep ual p oblem
Co-c ea ion o p oblem defini ion
amongs s uden s ( eams), eache s,
and p o essionals
Kilbane, The oux e al., 2004; Gosling &
Min zbe g 2006; Baaken e al., 2015;
Boud & Solomon, 2001;La e &
Wenge , 1991;Raelin, 2007; Smi h,
2005; Tan & Vicen e, 2019.
3. De eloping means o ac upon he
p oblem, execu ion phase
Business solu ions a e no concei ed
nea ly in he mind o manage s bu a e
he esul o a p ocess o adap a ion.
The e o e, i is no enough o be
in o med o po en ial solu ions. S u-
den s need o execu e ideas in eal li e
o cap u e he complexi y o manage-
men issues.
Design o in e nships
Design and use o p ojec educa ion
Hands-on in ol emen in designing
ecommenda ions
Hands-on in ol emen in implemen -
ing solu ions
A gy is & Sch€
on, 1992;Blaylock e al.
2009; Min zbe g, 2004; Raelin, 2007;
B ook, Pedle & Bu goyne, 2012); Sco ,
2017,Fa ashahi & Tajeddin, 2018.
4. Reflec ion on he p ocess ou comes
and i s meaning o he solu ion and
e en ually (pe sonal) de elopmen
Reflec ion suppo s he ans o ma ion o
expe ience in o lea ning. The li e a u e
dis inguishes be ween eflec ion-in-
ac ion, o cogni i e p ocesses ha ake
place amids a complex ac i i y, and
eflec ion-on-ac ion, o he p ocess o
s epping back om expe ience o
e iew and d aw lessons om i . Bo h
a e essen ial o lea ning.
Fo ma i e eedback p ac ices
Reflec i e con e sa ions, indi idually
and in eams
Compe ence de elopmen
De elopmen o a p o essional a i ude
Focus on ans o ma i e lea ning
expe iences and he aspec o ‘bildung’
o educa ion h ough dedica ed coach-
ing and men o ing
G ey 2004;Gosling & Min zbe g 2006;
Ajjawi & Boud, 2018;Cajiao & Bu ke,
2016; Hibbe , 2012; Min zbe g, 2004;
Moon, 2004; Nicol, 2010; Sadle , 2010;
Sch€
on, 1987.
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
8
CRediT au ho ship con ibu ion s a emen
Ma ie Louise (M.L.) Blankes eijn: W i ing − e iew & edi ing,
W i ing −o iginal d a , Visualiza ion, Valida ion, Supe ision,
Resou ces, Me hodology, Fo mal analysis, Da a cu a ion, Concep uali-
za ion. Jo ick (J.) Hou kamp: W i ing −o iginal d a , Da a cu a ion,
Concep ualiza ion. Ba (B.A.G.) Bossink: W i ing − e iew & edi ing,
Me hodology.
Funding
This esea ch did no ecei e any specific g an om unding
agencies in he public, comme cial, o no - o -p ofi sec o s.
Appendix: Da a sou ces
Cou se name, ECTS Da a Sou ce Sou ce [#]
Bachelo ’s p og amme Essen ials o Science, Business, and inno a ion 6 ECTS Cou se guides 1.
Annual epo bachelo ’s p og amme SBI 2016−2021 2.
Examina ion files 3.
In e iews wi h eache s 4.
Digi al lea ning en i onmen 5.
Teaching ma e ials, such as lec u e slides. 6.
Inno a ion P ojec Medicine, 6 ECTS Cou se guides 7.
Examina ion files 8.
In e iews wi h eache s 9.
Digi al lea ning en i onmen 10.
Teaching ma e ials, such as lec u e slides 11.
En ep eneu ship and inno a ion, 6 ECTS Cou se guides 12.
Examina ion files 13.
In e iews wi h eache s 14.
Digi al lea ning en i onmen 15.
Teaching ma e ials, such as lec u e slides. 16.
Inno a ion P ojec Ene gy, 6 ECTS Cou se guides 17.
Examina ion files 18.
In e iews wi h eache s 19.
Teache ’s expe ience in edesign o inno a ion p ojec s lea ning line 20.
Teaching ma e ials, such as lec u e slides. 21.
Inno a ion P ojec Heal h and Diagnos ics, 6 ECTS Cou se guides 22.
Examina ion files 23.
In e iews wi h eache s 24.
Teache ’s expe ience in edesign o inno a ion p ojec s lea ning line 25.
Digi al lea ning en i onmen 26.
Teaching ma e ials, such as lec u e slides 27.
Inno a ion P ojec Ene gy T ansi ion, 6 ECTS Cou se guides 28.
Examina ion files 29.
Teache ’s expe ience in edesign o inno a ion p ojec s lea ning line 30.
Digi al lea ning en i onmen 31.
Teaching ma e ials, such as lec u e slides 32.
Bachelo ’s P ojec , 24 ECTS Cou se guide SBI P ojec & Mas e hesis 33.
File Senio Teaching Qualifica ion o bachelo ’s coo dina o 34.
Examina ion files 35.
Cou se ma e ial such as lec u e slides 36.
Fi s -hand expe iences o he coo dina o s and supe iso s 37.
In e iew wi h p og amme di ec o 38.
Wo kshop ‘How o o ganize hesis supe ision as a eam-e o 39.
Mas e ’s p og amme Science P ojec , 24 ECTS Cou se guide Science P ojec 40.
File Senio Teaching Qualifica ion o mas e ’s coo dina o 41.
Annual epo s mas e ’s p og amme 2016−2021 42.
Examina ion files 43.
Digi al lea ning en i onmen on Can as 44.
Teaching ma e ials such as lec u e slides 45.
SBI Mas e ’s P ojec , 36 ECTS Cou se guide SBI P ojec & Mas e hesis 46.
Examina ion files 47.
Cou se ma e ial such as lec u e slides 48.
Fi s -hand expe iences o he coo dina o s and supe iso s 49.
P og amme di ec o 50.
Abb e ia ion Meaning: B.Sc., Bachelo o Science; SBI, Science, Business, and Inno a ion; ECTS, Eu opean C edi T ans e and Accumula ion Sys em.
M.L.(.L.). Blankes eijn, J.(.). Hou kamp and B.(.A.G.). Bossink Jou nal o Inno a ion & Knowledge 9 (2024) 100544
15
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