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Analyzing the Expected Learning Outcomes of Entrepreneurship Business Plan Development Activities Using Bloom’s Taxonomy

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session


Tagged Division

Entrepreneurship & Engineering Innovation

Page Count


Page Numbers

23.195.1 - 23.195.18

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Paper Authors

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Jacob Dean Wheadon Purdue University


Nathalie Duval-Couetil Purdue University, West Lafayette

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Nathalie Duval-Couetil is the Director of the Certificate in Entrepreneurship and Innovation Program, Associate Director of the Burton D. Morgan Center for Entrepreneurship, and an Associate Professor in the Department of Technology Leadership and Innovation at Purdue University. Duval-Couetil is responsible for the launch and development of the university’s multidisciplinary undergraduate entrepreneurship program which enrolls over 1000 students from all majors. As part of the program, she has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives. Her research has focused on the assessment of entrepreneurship education, the impact of entrepreneurship education on engineering students, IP policy as it relates to undergraduates, and women and leadership. Prior to her work in academia, Duval-Couetil spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She was recently elected to the board of the United States Association for Small Business and Entrepreneurship in the position of Vice President for Research. She received a BA from the University of Massachusetts at Amherst, an MBA from Babson College, and MS and PhD degrees from Purdue University.

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Experiential Learning in Entrepreneurship Education and Bloom’s TaxonomyIn order to equip engineering students with the skills they need to succeed in today’s turbulenteconomy, engineering programs are increasingly offering some form of entrepreneurship trainingto their students. One characteristic of entrepreneurship education is that it often comprisesexperiential learning activities, designed to increase students’ self-efficacy and proficiency inentrepreneurship. In some cases, these activities have been described as being as or moreeffective and valuable than traditional classroom learning. However, the outcomes ofexperiential activities in entrepreneurship education can be difficult to measure because theycover a wide range of topics and skills, ranging from product innovation to businessdevelopment. Before the effectiveness of experiential learning activities can be measured, theyneed to be organized and classified. This paper attempts to do so by categorizing commonexperiential activities in entrepreneurship education using Bloom’s revised taxonomy, which hasbeen used by scholars as framework to classify activities and outcomes into different knowledgeand cognitive process dimensions. The knowledge dimension of the taxonomy consists offactual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensionbreaks the different types of knowledge into categories that describe what students are able to doas a result of the activity such as understand, apply, analyze, evaluate, or create. In this paper,entrepreneurship education activities from current entrepreneurship courses and literature areplaced into these cognitive process and knowledge dimensions. In addition to these, activitieswill be separated into different content areas (general business skills, leadership, opportunityrecognition, ideation, etc.). This will allow entrepreneurship educators to see what activities areavailable for particular tasks and the nature of the knowledge they provide students. This willfacilitate future studies that seek to compare the effectiveness of different activities in a moremeaningful way.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015