H V Mukesh
Biographic Data
| ID | 1502520 |
|---|---|
| NAME | H V Mukesh |
| GIVEN NAMES | H V |
| FAMILY NAME | Mukesh |
| SIGNATURE | MUKESH H V |
| AFFILIATIONS | Department of Commerce, Manipal Academy of Higher Education, Manipal, India |
| ORCID | 0000-0002-4625-4220 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Realigning the dots
In the evolving field of entrepreneurship education (EE), the pivotal role of student assessment received limited attention on the research and practice front. While significant strides have been made in pedagogical practices, assessment methods have not adequately evolved to fully support entrepreneurial learning outcomes. The ‘assessment-learning’ alignment is important because students confine their learning to match the assessment criteria, w…
Action-embedded pedagogy in entrepreneurship education
Scholarly community has raised concerns over the effectiveness of traditional classroom pedagogy in entrepreneurship education (EE), highlighting the need for alternative pedagogic approach. Our study explores the superiority of action learning pedagogy over traditional classroom pedagogy for EE, to overcome these challenges. The impact of both pedagogic approaches was assessed through entrepreneurial self-efficacy and entrepreneurial intention. …
Action-embedded pedagogy in entrepreneurship education
Scholarly community has raised concerns over the effectiveness of traditional classroom pedagogy in entrepreneurship education (EE), highlighting the need for alternative pedagogic approach. Our study explores the superiority of action learning pedagogy over traditional classroom pedagogy for EE, to overcome these challenges. The impact of both pedagogic approaches was assessed through entrepreneurial self-efficacy and entrepreneurial intention. …
Action-embedded pedagogy in entrepreneurship education
Scholarly community has raised concerns over the effectiveness of traditional classroom pedagogy in entrepreneurship education (EE), highlighting the need for alternative pedagogic approach. Our study explores the superiority of action learning pedagogy over traditional classroom pedagogy for EE, to overcome these challenges. The impact of both pedagogic approaches was assessed through entrepreneurial self-efficacy and entrepreneurial intention. …
Realigning the dots
In the evolving field of entrepreneurship education (EE), the pivotal role of student assessment received limited attention on the research and practice front. While significant strides have been made in pedagogical practices, assessment methods have not adequately evolved to fully support entrepreneurial learning outcomes. The ‘assessment-learning’ alignment is important because students confine their learning to match the assessment criteria, w…
Entrepreneurship (2 works) · Entrepreneurship education (2 works) · Higher education (2 works) · Action research (1 work) · Entrepreneurship Studies and Influences (1 work) · Graduate students (1 work) · Higher Education and Employability (1 work) · Innovations in Educational Methods (1 work) · Learning Styles and Cognitive Differences (1 work) · Management (1 work)