Recognizing and assessing student entrepreneurship competences

Abstract

Students increasingly acquire competences and knowledge in non-formal and informal (extra- curricular) settings. While research on recognizing prior learning in relation to higher education institutions is quite extensive, the context where extra-curricular learning takes place is given less attention. This paper takes a stance in the entrepreneurial context and discusses how recognition of prior learning processes is perceived by students, and how such processes should be developed to allow for flexible study paths and the integration of entrepreneurial competences in the degree. In order for students to create unique profiles for future working life, higher education institutions should put more emphasis on recognizing learning that occurs outside the curriculum and creating a common language for assessing that knowledge.