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Article

The Effects of Hackathons on the Entrepreneurial Skillset and Perceived Self-Efficacy as Factors Shaping Entrepreneurial Intentions

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Management/Marketing, Saginaw Valley State University, University Center, MI 48710, USA
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HoMedics, 3301 N Pontiac Trail Rd, Commerce Charter Township, MI 48390, USA
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Michigan Manufacturing Technology Center, Saginaw Valley State University, University Center, MI 48710, USA
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Dow Chemical Centennial Chair in Global Business, Saginaw Valley State University, University Center, MI 48710, USA
*
Author to whom correspondence should be addressed.
Adm. Sci. 2020, 10(3), 73; https://doi.org/10.3390/admsci10030073
Received: 31 July 2020 / Revised: 3 September 2020 / Accepted: 7 September 2020 / Published: 14 September 2020
(This article belongs to the Special Issue Entrepreneurial Intentions: Emerging Issues)
Purpose: While traditional university programs primarily use regularly scheduled classes as the primary means for developing students, this program evaluation explores the direct effects of intensive entrepreneurial learning activity in the format of a hackathon. This is one of the first papers to explore the learning outcomes of hackathons as an intensive entrepreneurial pedagogy. Design/methodology/approach: The researchers implemented a pre-test/post-test model with students participating in an entrepreneurship hackathon and tested the changes in their confidence levels in the ability to craft a successful entrepreneurial venture. Findings: The results support a hackathon model of entrepreneurial learning. As the result of a one-day workshop, significant results were achieved for self-reported ability in identifying a viable entrepreneurial concept, and for having the ability to successfully launch a new venture. Further, class standing and prior entrepreneurial courses, as well as gender did not influence the learning outcomes. Importantly, while hackathon-generated increases in entrepreneurial self-efficacy proved to be statistically significant, same gains proved not to be significant in a traditional entrepreneurship class setting. Authors conclude that short, intensive entrepreneurship learning methods like hackathons may be more effective in developing entrepreneurial self-efficacy than semester long courses. Originality/value: A hackathon is likely an effective entrepreneurial learning methodology suitable for a general student population which includes students with limited knowledge of and interest in entrepreneurship. The usefulness of a hackathon for entrepreneurial learning has potential implications for educators, scholars and policy makers. For educators, a hackathon approach may outperform a number of traditional entrepreneurship pedagogies in the form of lectures, case studies, class discussions or even a business plan development over a semester-long course. A hackathon may also allow students to gain entrepreneurial skills and self-confidence much quicker and using less resources than in a traditional entrepreneurial course. The potential reasons for these findings as well as their implications are discussed along with future research areas. View Full-Text
Keywords: entrepreneurial learning; hackathons; entrepreneurial self-efficacy; problem-based learning entrepreneurial learning; hackathons; entrepreneurial self-efficacy; problem-based learning
MDPI and ACS Style

Szymanska, I.; Sesti, T.; Motley, H.; Puia, G. The Effects of Hackathons on the Entrepreneurial Skillset and Perceived Self-Efficacy as Factors Shaping Entrepreneurial Intentions. Adm. Sci. 2020, 10, 73. https://doi.org/10.3390/admsci10030073

AMA Style

Szymanska I, Sesti T, Motley H, Puia G. The Effects of Hackathons on the Entrepreneurial Skillset and Perceived Self-Efficacy as Factors Shaping Entrepreneurial Intentions. Administrative Sciences. 2020; 10(3):73. https://doi.org/10.3390/admsci10030073

Chicago/Turabian Style

Szymanska, Izabela, Tom Sesti, Hali Motley, and George Puia. 2020. "The Effects of Hackathons on the Entrepreneurial Skillset and Perceived Self-Efficacy as Factors Shaping Entrepreneurial Intentions" Administrative Sciences 10, no. 3: 73. https://doi.org/10.3390/admsci10030073

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