While it is generally acknowledged that entrepreneurship can be taught, many differ in their opinions about the appropriate methodologies to teach and equip students with the requisite entrepreneurial skills. This paper presents a case to suggest that a problem‐based learning (PBL) approach practised at the Republic Polytechnic in Singapore could be an effective pedagogical approach for entrepreneurship education.
Using case study method, the performance of a pioneer batch of students who took up the entrepreneurship programme (designed using PBL) was monitored and documented.
It is found that problems that simulate entrepreneurial situations within the classroom environment contribute to enhancing students' appreciation and capacity for entrepreneurship. The findings generally support the notion that PBL, premised upon an active learning and multi‐solution approach, shares many similar characteristics as the interdisciplinary and “learning‐by‐doing” approach of entrepreneurship education.
Further, research to track and measure the post‐programme outcomes of the students' entrepreneurial development is needed to determine the efficacy of entrepreneurship education using the PBL approach.
Pedagogical practices may not have been significantly considered as viable means of increasing the efficacy of entrepreneurship education. This case study signals to entrepreneurship educators and researchers that more emphasis could possibly be placed on developing innovative practices for entrepreneurship education.
