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<p>Entrepreneurship education (EE) has traditionally been designed for students in urban areas who have relatively higher educational attainments and belong to higher-income households. Urban areas also provide easier access to a well-developed entrepreneurial ecosystem and support infrastructure, funding sources, economic opportunities, mentorship networks, and a favorable business environment. Consequently, EE has overlooked the needs of first-generation college students in economically distressed and resource-disadvantaged rural regions. Applying urban-centric entrepreneurship education models in rural areas without considering their unique context leads to sub-optimal learning outcomes for rural students. The study addresses the gap by examining the learning innovation of student co-created mastery experiences in an entrepreneurial small business course designed for first-generation students in one of the most economically distressed rural regions in the USA. The student co-creation approach of mastery experiences emphasizes ownership of the learning experience, reflection, comprehension (compared to memorization-based testing), and collaborative design, leading to increased engagement and beneficial learning outcomes. Using a multi-year dataset (2018–2024), the study incorporates student teaching evaluations and comments, and other course design and implementation information to validate the effectiveness of the approach. The learning innovation presents a viable alternative to the dominant template of standardized urban-centric entrepreneurship education and examines the challenges and considerations in scaling it for larger student populations in urban settings. The study contributes to the field of entrepreneurship education by providing a structured implementation guide for educators, offering actionable insights into designing mastery experiences that empower students. The research underscores the need for context-specific EE models and calls for further application of the approach in other educational environments and disciplines.</p>

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Introducing student co-created mastery experiences: actionable insights from a multi-year study of an entrepreneurial small business course in rural USA

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月14日

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  • Shankar T. Naskar

摘要

Entrepreneurship education (EE) has traditionally been designed for students in urban areas who have relatively higher educational attainments and belong to higher-income households. Urban areas also provide easier access to a well-developed entrepreneurial ecosystem and support infrastructure, funding sources, economic opportunities, mentorship networks, and a favorable business environment. Consequently, EE has overlooked the needs of first-generation college students in economically distressed and resource-disadvantaged rural regions. Applying urban-centric entrepreneurship education models in rural areas without considering their unique context leads to sub-optimal learning outcomes for rural students. The study addresses the gap by examining the learning innovation of student co-created mastery experiences in an entrepreneurial small business course designed for first-generation students in one of the most economically distressed rural regions in the USA. The student co-creation approach of mastery experiences emphasizes ownership of the learning experience, reflection, comprehension (compared to memorization-based testing), and collaborative design, leading to increased engagement and beneficial learning outcomes. Using a multi-year dataset (2018–2024), the study incorporates student teaching evaluations and comments, and other course design and implementation information to validate the effectiveness of the approach. The learning innovation presents a viable alternative to the dominant template of standardized urban-centric entrepreneurship education and examines the challenges and considerations in scaling it for larger student populations in urban settings. The study contributes to the field of entrepreneurship education by providing a structured implementation guide for educators, offering actionable insights into designing mastery experiences that empower students. The research underscores the need for context-specific EE models and calls for further application of the approach in other educational environments and disciplines.