Step 1: Brief the students and set the context before they use the MBA tool

Step 2: Share a QR code so students can access the tool on their phones

Step 3: Give students 10 minutes to answer all the questions in the tool

Step 4: Check each student has received an email with their results

Step 5: Facilitate group discussions and a comparison of all the results 

Step 6: Explain the connection to your learning aims and objectives

✓ A link to a test version of the tool so you can familiarise yourself with the tool before you use it with  students.

✓ A short guide to using the tool with your students plus the case history of the development of the MBA tool.

✓ A PowerPoint slide that you can display to students with a QR code so they they can access the MBA tool.

✓ Option to get 1:1 support by email.

✓ Updates of educator resources.

✓ Invites to user group meetings.

The validity of the tool is grounded in pedagogical research on learning by doing, reflective practice, self-assessment and digital tools.

The objective of the MBA tool is not to measure the entrepreneurial mindset but rather to stimulate a formative self-reflection process.

The tool has 3  learning outcomes, based on Bloom's taxonomy, that are relevant to the diversity of student learning needs & career aspirations.

Outcome 1:  To remember and understand the behaviours that define the entrepreneurial mindset.

Outcome 2: To self-analyse existing entrepreneurial behaviours.

Outcome 3: To take action to change behaviours and act entrepreneurially more often.

The MBA tool uses a definition of the mindset based on seven entrepreneurial behaviours

One entrepreneurial behaviour is allocated to each of the seven letters in the word MINDSET.

This MINDSET mnemonic makes it easy for students to understand and to remember the definition 

For each of the seven behaviours the tool gives examples of entrepreneurs and students using the behaviour 

Students are asked to state how often they currently use each of the entrepreneurial behaviours

Students are asked to suggest an action that they could take to behave more entrepreneurially in the future 

An innovation of the MBA tool is its ability to provide a visual analysis of the range of entrepreneurial behaviours in a student group.

A slide deck shows the frequency distribution of the current use of each of the seven entrepreneurial behaviours by a group of students. 

Each slide includes an AI summary of the actions suggested by students by which they aim to behave more entrepreneurially in the future.

Educators can see the full range of abilities amongst students and can tailor their teaching according to individual student needs.

An educator can present the slide deck to the student group and facilitate discussions and exercises to deepen student  learning.

An educator can help each student to calibrate their self assessment by benchmarking their own results against those of the whole group.

Educators can help students to evaluate the strengths and weaknesses of the actions that were crowd-sourced from the group.

Educators can help students to prioritise the actions which will lead to more frequent entrepreneurial behaviours in the future.

All data collected by the MBA tools is anonymised, in accordance with the European Union’s General Data Protection Regulation.

Another innovation is the ability to compare the entrepreneurial behaviours of students at two points in time e.g. at the start and again at the end of a project or module.

Educators can use this report as evidence of the changes in the behaviours of their students and the impact of teaching on student progression and achievement.

Educators can use the report to evaluate changes in curricula content and teaching methodologies, and to support quality assurance and marketing.

Anonymised data from the tool is being used  by the SHINE project (Scaling higher education innovation using the entrepreneurial mindset) to create research outputs.

In the short term, research outputs will include data about students entrepreneurial behaviours and recommendations about curriculum content and the quality of teaching.

In the longer term, outputs will offer comparisons of the entrepreneurial behaviours of students from different subject disciplines and analyse differences between countries.