Samenvatting

The chapter discusses the effect of hierarchically staging common entrepreneurship pedagogies (from passive, instructor-led to active self-steering) in an undergraduate level venture creation programme on its participants perceived ‘readiness’ to take ownership over their learning. Education literature argues that existentially transforming pedagogy, much like that of student venture creation programmes (VCP), is not fit for all students, hence leading some to thrive, and others to fear failure. Data collected from a purposive homogeneous sample of 185 undergraduate students at a Dutch university, using reliable measures for self-efficacy and readiness for self-directed learning were analysed. The results of the mixed-methods study suggest that students gain self-efficacy (readiness) to independently take ownership of their learning process through a pedagogical approach that facilitates gradual competence development in each phase of the VCP. A teaching / learning framework is discussed that may help educators foster perceived task-readiness for the radically new learning activities that characterise VCP education.