Hackathons: a challenged-based learning (CBL) tool in entrepreneurship education
Sergio BotelhoJunior et al.
What the paper says
Abstract Entrepreneurship education (EE) is pivotal within the higher education landscape, playing a fundamental role in equipping future leaders with the tools to address societal, environmental and economic challenges, including existential environmental issues. Rapid innovations in this area have resulted in a plethora of experiential and collaborative methodologies, such as challenge-based learning (CBL) and events like hackathons. In recognition of EE’s importance in addressing future challenges, three European universities collaborated to develop a trans-national, multi-disciplinary EE programme based on CBL methodology in a hackathon setting. The case study presented in this paper details a residential (overnight) hackathon that employed the CBL methodology to facilitate an interdisciplinary group of university students to address circular economy (CE) issues. Through an in-depth analysis of this hackathon, we examined the experiences of participants and facilitators to establish whether residential hackathons can foster collaboration, ideation, prototyping and problem-solving skills among participants. Data were collected through participant observations, interviews and analysis of artefacts produced during the event. The findings show that the residential hackathon, using a CBL framework, advanced the EE process improving collaboration between students and provided practical experiential learnings for addressing real-world challenges.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.00 × 0.4 = 0.00 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.