E-learning induction design for an undergraduate entrepreneurship degree

Gary Packham, Amanda Jones, William Jones

    Research output: Contribution to journalArticlepeer-review


    This paper presents a case study profiling an induction programme for an e-learning entrepreneurship course. E-learning students require additional support to that of the traditional student, and online learning offers the mechanism to provide educational training and skills development to entrepreneurs with limited prior exposure to higher education. However, providing an on-line programme for practicing and nascent entrepreneurs presented several challenges. Firstly, e-learning students require a high level of information communication technology competence, motivation and selfdiscipline. Secondly, students need to be informed regarding the nature of the experience. Thirdly, university admissions systems must include an assessment of the candidate’s ICT competence, motivation and consequent suitability for undertaking an on-line course. Finally, induction programmes must meet student needs in terms of academic level, flexibility and content. This final factor is prevalent in entrepreneurship education students who are disenfranchised from pursuing courses of study due to pressures of running a small business. Key induction competencies are categorised as skills, knowledge, socialisation and resources. The necessity for face-to-face induction sessions, to enable skills and knowledge development, are recognised. This study will be of value to entrepreneurship education and general elearning providers, and policy makers, in identifying best practice for an enrolment and induction process.
    Original languageEnglish
    Pages (from-to)37 - 51
    Number of pages14
    JournalInternational Journal of Management Education
    Issue number1
    Publication statusE-pub ahead of print - 1 Oct 2009


    • entrepreneurship
    • education
    • induction
    • e-learning
    • competencies


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