Student centered models of teaching has emerged as an alternative to the conventional lecture-based teaching that has dominated higher education for decades. This paper examines student experiences and perceptions of the traditional didactic approach and the experiential model of teaching in Polytechnic education in Ghana. In 2006, a cohort of Higher National Diploma students participated in the experiential model of teaching entrepreneurship. Then in 2007, another cohort of students participated in the traditional didactic approach to teaching entrepreneurship. Using data collected from a post-course surveys, and focus group sessions, we examine student perceptions of the didactic instruct
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