Key points are not available for this paper at this time.
ABSTRACT This study investigated the relative effects of the project method of teaching entrepreneurship by comparing it to case study. One hundred and fourteen graduate business students (MBAs) indicated that although both methods are effective and have similar advantages, the project method is more effective in achieving most levels of learning defined by Bloom's Taxonomy of Learning Objectives, in increasing interest in starting a high-growth business and in increasing confidence. Results indicate that while the case study is a valuable teaching method, there is greater value in having MBAs study other people's ventures through the use of projects.
McMullan et al. (Tue,) studied this question.