Hackathons: a challenged-based learning (CBL) tool in entrepreneurship education

Figures & Tables

Attributes		Approach used in this research
1	Short duration	The hackathon was 20 hours over two days.
2	Team coopetition	The event fostered collaborative practices among teams, emphasising mutual support and shared problem-solving.
3	Challenge	Invitation process designed to inform participants about the CE challenge and prompt them to engage with it.
4	Creation process	Participants were encouraged to approach the challenge with experimentation, exploration and commitment to learning new skills.
5	Ceremony process	A cross-disciplinary judging panel, including representatives from three European HEIs (consortium partners), regional government and local industry introduced the challenge on day one. The panel engaged with participants, providing insights and answering questions. On day two, the panel returned to evaluate and select the best idea based on participants’ presentations.
6	Collaboration	Team formation emphasised diversity, mixing participants with varied discipline backgrounds and expertise to foster innovative solutions.
7	Radical collocation	Participants physically present throughout and during evening work, promoting continuous interaction, idea exchange and collaboration.
8	Consistency	Decisions among participants throughout the event were interconnected, following the design thinking approach and ensuring alignment with the hackathon’s objectives.

Student engagement	Extent to which students were engaged with the hackathon and tackled the CE challenge.
Collaboration	Extent to which participants networked and collaborated.
Logistics	Related to issues pertaining to the venues (university and hotel), facilities, technical support and optional Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) event.
Learning outcomes	Issues relating to students’ experience and extent to which the hackathon model contributed to improving students’ skills/knowledge, competency development.
Feedback	Hackathon feedback mechanisms (surveys, interview processes).
Project objectives	Direct impact of the hackathon as an LTTA mechanism and broader project implications.
Learnings	Experiences and learnings including challenges and long-term benefits.

Did the hackathon improve your understanding of entrepreneurial principles? (1-Yes, 2-Maybe, 3-No)
If you answered ‘Yes’ to question 1, please explain how the hackathon helped your understanding of entrepreneurship?
Did the opportunity to collaborate with students from different disciplines and educators positively impact you understanding of entrepreneurship? (1-Yes, 2-Maybe, 3-No)
Provide examples of how the tools/workshops used during the hackathon could be applied in a real-world context?
Do you believe that the ideas generated during the hackathon could help address the societal challenges in Ireland’s South East region? (1-Definitely not, 2-Probably not, 3-Might or might not, 4-Probably yes, 5-Definitely yes)
If you answered ‘Probably yes’, or ‘Definitely yes’, to question 5, please explain this further?
Do you feel that the multidisciplinary nature of the hackathon teams contributed to the development of innovative solutions for the societal challenge you addressed? (1-Definitely not, 2-Probably not, 3-Might or might not, 4-Probably yes, 5-Definitely yes)
Did the hackathon enhance your awareness of societal challenges in the region?
If you answered ‘Yes’ to question 8, please explain this further?
Do you think hackathons can play a role in addressing community specific challenges? (1-Yes, 2-Maybe, 3-No)

	Discipline	Stage
1	Construction Project management	MSc - postgraduate
2	Software Systems Development	Undergraduate
3	Business Systems	MBS - postgraduate
4	Business	Undergraduate
5	Business	Undergraduate
6	Business	Undergraduate
7	Innovative Technology Engineering	MSc - postgraduate
8	International Business	Undergraduate
9	Science	PhD – postgraduate
10	Accountancy	Undergraduate
11	Computer Science	Undergraduate