Effectiveness of team teaching in project-based learning entrepreneurship education: An integrative review

Abstract

Entrepreneurship education plays a crucial role in equipping students with the necessary skills and mindset to tackle economic challenges, promote innovation, and stimulate job creation. In the contemporary world, where youth unemployment presents significant concerns, innovative teaching methods such as Project-Based Learning (PBL) and team teaching are increasingly recognized. This study investigates the effectiveness of team teaching within the PBL framework, highlighting its importance in enhancing Entrepreneurship Education. PBL engages students in real-world projects, connecting theoretical knowledge with practical application while fostering critical thinking, problem-solving, and collaboration skills. The incorporation of team teaching into PBL brings together diverse expertise and interdisciplinary perspectives, fostering a comprehensive learning environment. Through collaborative instruction, facilitators from various disciplines co-design and deliver curricula, offering students valuable insights into the multifaceted nature of entrepreneurship. This approach not only deepens understanding but also exemplifies teamwork and adaptability—skills vital for entrepreneurial success. The study utilizes an integrative literature review, drawing from both primary and secondary sources to evaluate the impact of team teaching on Entrepreneurship Education. The findings suggest that team teaching enhances student engagement, skill development, and entrepreneurial competencies by leveraging the collective expertise of facilitators. However, successful implementation necessitates careful planning, alignment of teaching styles, and robust collaboration among instructors. The contemporary business environment, characterized by prevalent socio-economic challenges, team teaching within PBL provides a strategic approach to foster entrepreneurial readiness. The study emphasizes the need for further research to refine team teaching strategies, ensuring they effectively address the unique challenges faced in higher education and entrepreneurship across the world. These insights contribute to the broader conversation on advancing Entrepreneurship Education on a global scale.

Keywords: {'name': 'Project based learning, Team Teaching, Entrepreneurship Education, Integrative Review'}

Authors & affiliations

Anos Chitamba
Affiliation not supplied

Yearwood Verna
Affiliation not supplied

Swanepoel Matthys
Affiliation not supplied

Myeza Gabriel
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1016/j.jclepro.2023.140527

DOI: 10.1504/JBM.2022.141294

DOI: 10.53615/2232-5697.13.29-41

DOI: 10.1017/9781108677318.002

DOI: 10.30892/gtg.53205-1217

Ali, M.A., 2024. Entrepreneurial Mindset: Fostering Innovation in Business Management. Advance Journal of Econometrics and Finance, 1(3), pp.1-9.

DOI: 10.1016/j.jjimei.2022.100106

DOI: 10.1177/2158244020938702

DOI: 10.1108/JSBED-03-2023-0126

DOI: 10.29333/iji.2021.14119a

DOI: 10.3390/educsci12080548

DOI: 10.1016/j.ijme.2019.03.005

Beninghof, A.M., 2020. Co-teaching that works: Structures and strategies for maximizing student learning. John Wiley & Sons.

DOI: 10.1007/978-3-030-84292-5_10

DOI: 10.3390/su12031267

Burns, P., 2022. Entrepreneurship and small business. Bloomsbury Publishing.

DOI: 10.1177/2515127420969967

DOI: 10.1177/0950422221991005

DOI: 10.1177/0950422219895209

DOI: 10.1177/0950422219895209

DOI: 10.3390/su14159105

DOI: 10.4018/979-8-3693-0517-1

Darmawan, D., Qomaruzzaman, B., Hanan, A. and Mauliddin, A.I., 2024. The Impact Of Problem-Based Learning On Understanding And Application Of Tafs?r Among University Students. Educational Administration: Theory and Practice, 30(5), pp.8684-8690.

DOI: 10.1108/IJEBR-08-2023-0856

DOI: 10.1108/ET-05-2021-0173

DOI: 10.12973/ijem.10.1.923

DOI: 10.29138/ijebd.v6i4.2244

DOI: 10.3390/educsci14091008

DOI: 10.1108/EJTD-10-2019-0174

Gibb, A. and Price, A., 2019. A compendium of pedagogies for teaching entrepreneurship. National Centre for Entrepreneurship in Education.

DOI: 10.1016/j.tsc.2024.101502

DOI: 10.1016/j.tsc.2024.101502

DOI: 10.37074/jalt.2023.6.1.26

DOI: 10.26803/ijlter.22.7.8

DOI: 10.1080/01587919.2022.2064822

DOI: 10.1108/IJEBR-04-2018-0272

DOI: 10.21815/JDE.019.190

DOI: 10.54373/imeij.v4i2.230

DOI: 10.1016/j.tate.2020.103188

DOI: 10.1186/s40497-019-0183-1

DOI: 10.37934/sijile.2.1.6573

DOI: 10.3390/educsci11080434

DOI: 10.3390/su14159440

DOI: 10.1016/j.ijme.2019.05.001

DOI: 10.3390/educsci11070356

DOI: 10.1108/SEJ-02-2022-0018

Klein, J.T., 2014. Interdisciplinary teamwork: The dynamics of collaboration and integration. Interdisciplinary collaboration, pp.23-50.

DOI: 10.1080/2331186X.2021.1948660

DOI: 10.1007/978-3-030-56302-8

DOI: 10.3390/educsci14060617

DOI: 10.1080/03075079.2020.1817887

Michaelsen, L.K., Knight, A.B. and Fink, L.D. eds., 2023. Team-based learning: A transformative use of small groups in college teaching. Taylor & Francis.

DOI: 10.1080/13562517.2019.1577814

DOI: 10.1177/1076217519880588

DOI: 10.1108/JEEE-01-2020-0020

DOI: 10.5465/amle.2015.0026

DOI: 10.51594/ijmer.v6i3.874

DOI: 10.30525/2500-946X/2024-1-6

DOI: 10.25046/aj050144

DOI: 10.1007/978-3-030-77420-2

DOI: 10.7160/eriesj.2021.140201

DOI: 10.1186/s13731-023-00351-7

DOI: 10.4324/9781003447504

DOI: 10.1080/10476210.2020.1868423

Raghubar, A., 2021. Relevance of Work Integrated Learning (WIL) in the geomatics programme at the Durban University of Technology (Doctoral dissertation, Durban University of Technology).

DOI: 10.1007/978-3-031-55935-8_8

DOI: 10.1016/j.tate.2021.103546

DOI: 10.3390/educsci13090940

DOI: 10.3390/educsci14070797

DOI: 10.20448/edu.v9i4.5211

DOI: 10.1108/IJMCE-11-2022-0100

Safitri, R., Wahyuri, A.S. and Ockta, Y., 2024. The Impacts of the Project-Based Learning and Problem-Based Learning Models with Self-Confidence on Students’ Learning Outcomes. Indonesian Research Journal in Education| IRJE|, 8(1), pp.269-283.

DOI: 10.9770/jesi.2020.7.4(36)

DOI: 10.1186/s13731-023-00276-1

Silma, N., Maulida, I., Wulan, A.P., Merawati, J. and Hasan, M.K., 2024. A comprehensive review of Project-Based Learning (PBL): Unravelling its aims, methodologies, and implications. Journal of Education, Social & Communication Studies, 1(1), pp.10-19.

DOI: 10.1177/0022487118789064

DOI: 10.3390/educsci12030185

DOI: 10.1080/2331186X.2023.2187943

DOI: 10.1177/25151274211029204

Swayne, D., 2020. Determining faculty capacity for transdisciplinary instruction (Doctoral dissertation, James Madison University).

DOI: 10.20525/ijrbs.v13i5.3558

DOI: 10.4018/979-8-3693-3641-0.ch015

DOI: 10.1108/HESWBL-07-2020-0169

Vander Ark, T., Liebtag, E. and McClennen, N., 2020. The power of place: Authentic learning through place-based education. ASCD.

Whiteside, H.L., 2021. Misalignment Between Teaching and Learning (Doctoral dissertation, Johns Hopkins University).

DOI: 10.1016/j.heliyon.2024.e27335

DOI: 10.7341/20231937

DOI: 10.3389/fpsyg.2023.1202728