Building and assessing entrepreneurial capacity through functioning knowledge

This paper raises the issue of the problems related to assessing students enrolled in practical/applied-oriented courses in business models and entrepreneurship within the context of higher educational institutions' demands. Traditional evaluations of students attending said courses are reliant on being able to recite the theoretical knowledge. However, with many entrepreneurial and BM courses having an applied focus, this raises the question of how assessment is best performed. This discussion is the focal point of this paper, where we draw on many years of experience and experiments with different formats in a Danish context.