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Taking an active and experiential approach to teaching is often assumed to be the best way to promote learning. However, the empirical evidence to support this assertion in entrepreneurship education is inconclusive, and current practice suggests that delivery in higher education is still quite passive and traditional. This 6-year, mixed method study sets out to demonstrate that, in a final-year International Entrepreneurship module at a UK university mapped through the lens of 'about', 'for' and 'through' entrepreneurship, a more innovative, active, experiential and constructively aligned approach to teaching, learning and assessment impacts positively on students' deep and surface approaches to learning. Students viewed the module as significantly more active than passive and the level of deep learning was significantly greater than the level of surface learning. Additionally, the more active approach was significantly correlated to increased deep learning and reduced surface learning. Students highlighted the active teaching approach and the creation of videos for a local company as part of the authentic assessment as catalysts for deeper learning approaches. The study provides empirical evidence that active entrepreneurship education has a positive impact on student approaches to learning.

Purpose: This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy. Design/methodology/approach: This conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-a-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when. Findings: In developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators. Practical implications: There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection. Originality/value: This paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.

Purpose: The aim of this paper is to respond to the acknowledged dearth of academic discourse on assessment strategies for entrepreneurship education. Using established approaches from design education as its fulcrum, it proposes a generic framework for assessment of "creativity" in an entrepreneurial context. Design/methodology/approach: This primarily constructivist investigation is considered in the context of recent UK discussions, empirical evidence, literature reviews and government policies. It includes the UK's Quality Assurance Agency--"Benchmark Statement" for the UK's creative industries and maps the approaches onto entrepreneurship education. Findings: As assessment of ideas generation, innovation and opportunity recognition are, "Central to developing and learning entrepreneurial behaviors". There are clear parallels between the pedagogic approaches from "design" disciplines and the learning outcomes advocated in generic curriculum development "for" entrepreneurship. Research limitations/implications: Business school approaches and their associated challenges dominate the entrepreneurship research agenda. Interdisciplinary research, in particular collaborations between the Business and the Creative disciplines, offers opportunities for constructive alignment. Practical implications: With no intention of "reinventing the wheel", more adapting and refining it, the paper's primary intention is to offer a springboard of thought from which creative capacity in enterprise education might be enhanced and assessed. Originality/value: This paper contributes to the ongoing debate surrounding issues of assessment and offers insights into established approaches that have evolved beyond the traditional enterprise education environment, one where credit-bearing curricula have managed and assessed the creative process effectively. (Contains 1 figure.)