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The common thought that learning by experience is most effective when it comes to teaching entrepreneurship at university has been challenged in a new study.
An analysis of more than 500 graduates found no significant difference between business schools that offered traditional courses and those that emphasise a 'learning-by-doing' approach to entrepreneurship education.
The research challenges the ongoing trend across higher education institutes (HEIs) of focussing on experiential learning, and suggests that universities need to reconsider their approach if they are to increase entrepreneurship among their students.
http://phys.org/news/2016-12-entrepreneurial-textbooks.html
[PhD Thesis]: Evaluation of the Outcomes of Entrepreneurship Education Revisited
[Related]: College can cultivate innovative entrepreneurial intentions
(Score: 2) by ikanreed on Monday December 26 2016, @09:24PM
Errr.... No. You're completely full of shit? And don't really know how longitudinal studies work? At all?
If you can 100% verify that each of your "buckets" suits the independent variable condition, it doesn't matter how many there are.
"Oh no!" says user khallow, "this drug trial only included 3000 patients from 3 hospitals. Better throw it out."
I couldn't say why, but you're actively seeking an ad-hoc reason why the null hypothesis couldn't possibly stand. Which is ass-backwards science.
(Score: 2, Informative) by khallow on Monday December 26 2016, @10:31PM
If you can 100% verify that each of your "buckets" suits the independent variable condition
There's two problems right there. The fewer the buckets the more likely that you're inserting hidden biases from your choice of buckets. And bucket partitions (technically a near partition since it is possible, but rare to go to two or more schools) never are independent by definition.