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Slišāne, Agnese, and Zanda Rubene. "Entrepreneurship Pedagogy." International Journal of Smart Education and Urban Society 12, no. 2 (April 2021): 60–71. http://dx.doi.org/10.4018/ijseus.2021040106.
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With Latvia's education reforms, the demand for transversal skills in the education process has increased. Although there has been a growing call to educate pupils and students in a way that develops entrepreneurial skills, there is no defined methodology for how to do it, and the definitions of entrepreneurial skills and entrepreneurship pedagogy have no common foundation. This study, therefore, compiles research from various scientific publications and offers a theoretical framework for the concepts of entrepreneurial skill and entrepreneurial pedagogy. It also reviews the noble practices of diverse European countries and analyzes Latvia's higher education experience and examples of entrepreneurship development for students. Finally, it looks at entrepreneurial pedagogy to understand if and how it can impact students' entrepreneurial mindset, knowledge, and attitude.
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Jones, Colin. "A signature pedagogy for entrepreneurship education." Journal of Small Business and Enterprise Development 26, no. 2 (April 23, 2019): 243–54. http://dx.doi.org/10.1108/jsbed-03-2018-0080.
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Purpose The purpose of this paper is to address the increasing demand for entrepreneurship education (EE) across all levels of education globally. Specifically, the need to identify a signature pedagogy for entrepreneurship that can be used in all teaching and learning contexts associated with all forms of EE. Design/methodology/approach This conceptual paper draws upon the seminal work of Lee Shulman to contemplate and propose a signature pedagogy for EE. Contemporary ideas from the scholarship of teaching and learning (SoTL) literature are also used to develop a sound pedagogical foundation for the approach advocated. Findings This paper proposes an innovative solution that addresses the challenge of defining what minimally speaking, is EE? The development of a signature pedagogy for EE provides clarity around the challenge of developing a standard minimalist approach to teaching entrepreneurship. Practical implications There are important implications that arise from this paper for all educators of entrepreneurship. Most importantly being that we can all share a SoTL regardless of the context of the author’s teaching. Originality/value This paper presents new thinking that has the potential to fundamentally reshape how we conceive the process of designing and delivering EE. Importantly, this paper contributes to the future development of SoTL in EE.
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Malywanga, Janeth, Yongchuan Shi, and Xiaoping Yang. "Experiential Approaches: Effective Pedagogy “for” Entrepreneurship in Entrepreneurship Education." Open Journal of Social Sciences 08, no. 02 (2020): 311–23. http://dx.doi.org/10.4236/jss.2020.82024.
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Ismail, Annafatmawaty B. T., Sukanlaya Sawang, and Roxanne Zolin. "Entrepreneurship education pedagogy: teacher-student-centred paradox." Education + Training 60, no. 2 (February 12, 2018): 168–84. http://dx.doi.org/10.1108/et-07-2017-0106.
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Purpose The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?” Design/methodology/approach The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures. Findings Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills. Originality/value The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.
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Matlay, Harry. "Annals of Entrepreneurship Education and Pedagogy – 2018." Education + Training 61, no. 7/8 (August 12, 2019): 1040–42. http://dx.doi.org/10.1108/et-08-2019-269.
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Blenker, Per, Signe Hedeboe Frederiksen, Steffen Korsgaard, Sabine Müller, Helle Neergaard, and Claus Thrane. "Entrepreneurship as Everyday Practice: Towards a Personalized Pedagogy of Enterprise Education." Industry and Higher Education 26, no. 6 (December 2012): 417–30. http://dx.doi.org/10.5367/ihe.2012.0126.
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Adopting the perspective of ‘entrepreneurship as an everyday practice’ in education, the authors conceptualize opportunities as arising from the everyday practice of individuals. Opportunities are thus seen as emanating from the individual entrepreneur's ability to disclose anomalies and disharmonies in their personal life. The paper illustrates how opportunities unfold depending on regional differences, local heritage and gender, to show how entrepreneurship education must take into account differences in context, culture and circumstance. Rather than perceiving entrepreneurship education as universalistic and searching for a generally applicable teaching approach, the authors argue that there is a need to tailor entrepreneurship education to the particular. They therefore propose that the pedagogy of entrepreneurship education should be personalized and they build a conceptual framework that contrasts two opposing views of entrepreneurship education: ‘universalistic’ and ‘idiosyncratic’. Following this distinction, they explore how different elements of entrepreneurship education may be fitted to the particular needs of each individual learner. This insight is relevant for didactic reflections on single entrepreneurship courses and for the construction of an entrepreneurship education curriculum.
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Huq, Afreen, and David Gilbert. "All the world’s a stage: transforming entrepreneurship education through design thinking." Education + Training 59, no. 2 (February 13, 2017): 155–70. http://dx.doi.org/10.1108/et-12-2015-0111.
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Purpose The purpose of this paper is to present an alternate approach to entrepreneurship pedagogy development through an iterative journey of co-ownership between students, industry partners and academic course teams to enhance student satisfaction and learning outcomes. Design/methodology/approach Utilising design thinking, the pedagogy evolved over a three-year period (2013-2015) through iterative innovation in the delivery model and assessments, underpinned by notions of classroom community, constructivism, justice and equity, humour and role-play. Findings The findings strongly validate the integration of notions of justice and equity, constructivism, humour and role-play as learning principles and delivery elements in entrepreneurship pedagogy to enhance student satisfaction and learning outcomes. A critical outcome of this design and delivery process is the reduction of barriers between students and teachers and the impact this has on creating a shared learning journey; a journey that in this case has resulted in meaningful outcomes for all involved. Research limitations/implications Further research with longitudinal data is needed to validate the link between design-led entrepreneurship pedagogy and enhanced student learning outcomes as well as implications relating to graduate employability. In global settings, further data collection could also validate whether the findings are culturally neutral or culturally sensitive. Practical implications Entrepreneurship educators will benefit from this pedagogical approach in seeking to meet the needs of business start-ups, intrapreneurial capacity-building and potentially, enhancement of graduate employability. The model also offers promise for other learning contexts. Originality/value Design thinking has received scant attention in entrepreneurship pedagogy. This case study demonstrates how design thinking can enhance student satisfaction and learning outcomes by integrating notions of constructivism, justice and equity, humour and role-play in entrepreneurship curricula.
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Nytch, Jeffrey. "The Many Facets of Music Entrepreneurship Education." Journal of Arts Entrepreneurship Education 2, no. 1 (October 16, 2020): 32–41. http://dx.doi.org/10.46776/jaee.v2.53.
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As the field of arts entrepreneurship education has developed, so has our collective understanding of the nature of arts entrepreneurship theory and pedagogy. At the same time, critical differences exist between the various arts sectors, with music entrepreneurship embodying a number of specific characteristics more or less unique to it. This essay identifies and explores five such issues and discusses the programmatic, pedagogical and theoretical implications of each, offering insights into how entrepreneurship education can benefit music students.
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Mukesh, H. V., K. R. Pillai, and Jose Mamman. "Action-embedded pedagogy in entrepreneurship education: an experimental enquiry." Studies in Higher Education 45, no. 8 (April 2, 2019): 1679–93. http://dx.doi.org/10.1080/03075079.2019.1599848.
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Nyadu-Addo, Ralph, and Mavis Serwah Benneh Mensah. "Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic." Journal of Small Business and Enterprise Development 25, no. 4 (August 13, 2018): 573–90. http://dx.doi.org/10.1108/jsbed-02-2017-0062.
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PurposeEntrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship.Design/methodology/approachThe paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana.FindingsThe analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation.Research limitations/implicationsAlthough the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research.Practical implicationsThe paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics.Originality/valueThe paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.
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A. Gedeon, Steven. "Application of best practices in university entrepreneurship education." European Journal of Training and Development 38, no. 3 (April 1, 2014): 231–53. http://dx.doi.org/10.1108/ejtd-05-2013-0058.
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Purpose – The purpose of this paper is to identify and apply best practices in university entrepreneurship education to the creation of a new MBA in entrepreneurship and innovation management. It is a direct response to calls for a total re-envisioning of entrepreneurship education and criticism that existing programs lack rigour, content, pedagogy, measurement and an established definition. Design/methodology/approach – This article uses reviews of the literature to identify normative best practices and how to apply them to the new program. An entrepreneurship program design framework (EPDF) was created and applied to a new MBA program being developed in central Germany. Findings – Most studies describe aspects of current programs (e.g. lists of courses) but almost none say what should be in a program. Others provide abstract guidance (e.g. programs should define entrepreneurship) but do not give specific recommendations (e.g. what the definition should be). The proposed EPDF provided a rigorous structure for reviewing the literature, designing the new program and establishing specific best practice recommendations for defining program goals, content, pedagogy and measurement of student transformation. Research limitations/implications – The entrepreneurship literature is largely silent on normative best practice guidance, so the proposed application of best practices should be evaluated in that context. Originality/value – Previous articles present relatively abstract frameworks and concepts, whereas this article is a direct application of the practical implications of these concepts. The proposed normative best practice guidelines may be somewhat controversial, but should stimulate useful discussion.
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Jones, Sally, and Sarah Underwood. "Understanding students’ emotional reactions to entrepreneurship education." Education + Training 59, no. 7/8 (August 14, 2017): 657–71. http://dx.doi.org/10.1108/et-07-2016-0128.
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Purpose The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.
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Jones, Colin, Kathryn Penaluna, and Andy Penaluna. "Value creation in entrepreneurial education: towards a unified approach." Education + Training 63, no. 1 (October 27, 2020): 101–13. http://dx.doi.org/10.1108/et-06-2020-0165.
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PurposeThis paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy.Design/methodology/approachThis conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when.FindingsIn developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators.Practical implicationsThere are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection.Originality/valueThis paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.
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Chand, Vijaya Sherry. "Book Review: Michael H. Morris and Eric Liguori (Eds), Annals of Entrepreneurship Education and Pedagogy." Journal of Entrepreneurship 27, no. 1 (February 12, 2018): 144–50. http://dx.doi.org/10.1177/0971355717738609.
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Gabrielsson, Jonas, Gustav Hägg, Hans Landström, and Diamanto Politis. "Connecting the past with the present: the development of research on pedagogy in entrepreneurial education." Education + Training 62, no. 9 (August 28, 2020): 1061–86. http://dx.doi.org/10.1108/et-11-2019-0265.
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PurposeThe purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time.Design/methodology/approachThe authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995–2018.FindingsFindings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings.Research limitations/implicationsThe study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach.Originality/valueThe paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education.
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SMITH, BRETT R., TERRI FELDMAN BARR, SAULO D. BARBOSA, and JILL R. KICKUL. "SOCIAL ENTREPRENEURSHIP: A GROUNDED LEARNING APPROACH TO SOCIAL VALUE CREATION." Journal of Enterprising Culture 16, no. 04 (December 2008): 339–62. http://dx.doi.org/10.1142/s0218495808000235.
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The value of the inclusion of social entrepreneurship in entrepreneurship education courses and programs is considered in light of the increase in social entrepreneurial ventures worldwide as well as changing business school requirements. Using a grounded learning theory approach as a foundation, we consider factors unique to social entrepreneurship and present a live case social venture which provides hands-on experience to students. Student comments regarding their learning through this experience are also included. Future directions for social entrepreneurship education pedagogy and research are discussed.
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Basardien, Fawzy, Chris Friedrich, and Michael Twum-Darko. "Evidence-Based Practices of Promoting Entrepreneurship Education in Higher Education Institutions in Africa." Journal of Economics and Behavioral Studies 8, no. 5(J) (October 30, 2016): 68–81. http://dx.doi.org/10.22610/jebs.v8i5(j).1432.
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This research applies the changing of cognitive mechanisms of University students through Entrepreneurship Education (EE). The study hypothesises that entrepreneurial orientation (achievement orientation, personal control, innovation and self-esteem) improves after completing the entrepreneurship module. The context of this research involves undergraduate commerce students from the University of the Western Cape (UWC) in South Africa. The study involves quantitative research using questionnaires through a longitudinal approach. The research design consists of a pre-test, post-test and post-test after the intervention. The impact of the training intervention was assessed over a 12 month period based on a randomised control design. This study indicates that entrepreneurial orientation was influenced through this Entrepreneurship module. The practical implications of this study emphasises the importance of training approaches that are based on empirical research. The uniqueness of this paper lies in the pedagogy used that allows the effectiveness of assessing a training program.
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Swayne, Nick, Benjamin Selznick, Seán McCarthy, and Kimberly A. Fisher. "Uncoupling innovation and entrepreneurship to improve undergraduate education." Journal of Small Business and Enterprise Development 26, no. 6/7 (December 9, 2019): 783–96. http://dx.doi.org/10.1108/jsbed-04-2019-0122.
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Purpose When it comes to undergraduate education, the terms “innovation” and “entrepreneurship” are often used interchangeably with respect to curricular practices and their associated learning and developmental outcomes. The purpose of this paper is to chart a course through the vast and growing multidisciplinary literature covering both topics to argue that innovation and entrepreneurship are not only different concepts, but they also play out in postsecondary institutional contexts in different and important ways. Design/methodology/approach Based on these differences, the authors propose that developing innovators must precede teaching future entrepreneurs and that the home of innovation education is not necessarily in the business school at all. Ideally, the authors believe innovation should be taught separately from any one disciplinary context. To illustrate the concept, the authors point to an existing program where professors and students from different disciplines work together on actual problems provided by external clients from both the public and private sectors. Findings Based on the authors’ rationale and approach, the authors propose an agenda that would allow for a deep analysis of the interaction between organizational behaviors and student outcomes, providing insight into effective practices and strategies for mobilizing institutional efforts aimed at teaching innovation and better aligning innovation with entrepreneurship education. Originality/value The authors provide a clear rationale for separating innovation and entrepreneurship pedagogy in higher education, terms that have been conflated in literature and in practice for nearly a century. The authors do this in an original way by pairing a theoretical framework with a short case study of an education program that has developed innovation pedagogy at the undergraduate level.
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Udeozor, Victor, Simon Mosey, Andrew Greenman, and Kevin Amess. "Putting Pedagogy Where Intention to Innovate Lies: Evaluating Compulsory Entrepreneurship Education." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 10727. http://dx.doi.org/10.5465/ambpp.2019.10727abstract.
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Holzmann, Patrick, Erich Hartlieb, and Michael Roth. "From Engineer to Entrepreneur - Entrepreneurship Education for Engineering Students: The Case of the Entrepreneurial Campus Villach." International Journal of Engineering Pedagogy (iJEP) 8, no. 3 (May 28, 2018): 28. http://dx.doi.org/10.3991/ijep.v8i3.7942.
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Entrepreneurship education is quite a novel phenomenon that is gaining increasing importance in academia and practice alike. Entrepreneurship education aims to provide the necessary skills and knowledge that enable students to successfully found a new venture. Hitherto entrepreneurship education has not received much attention in engineering pedagogy. This finding is quite surprising because through proper entrepreneurship education engineers can be enabled to exploit entrepreneurial opportunities that result from technological innovation. Thus, we argue that entrepreneurship education should be a cornerstone in engineering education. The paper introduces the ‘Entrepreneurial Campus Villach’ located at the Carinthia University of Applied Sciences (CUAS). The campus is among the first in Austria that provide an extensive and scientifically sound entrepreneurship program. The campus focusses on the four core areas 1) research, 2) teaching, 3) coaching and support, and 4) infrastructure. The paper provides insights for other university and institutions that aim to set up similar concepts.
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Murphy, Patrick J., Anthony C. Hood, and Jie Wu. "The Heptalogical Model of Entrepreneurship." Entrepreneurship Education and Pedagogy 2, no. 3 (February 12, 2019): 188–213. http://dx.doi.org/10.1177/2515127419829394.
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Whereas entrepreneurship research has made advancements to establish and distinguish itself as an academic area, entrepreneurship education has developed more modestly. In this article, we introduce the Heptalogical Model as a conceptual foundation for entrepreneurship education, pedagogy, course and program development, and external engagements with entrepreneurial venture partners. The model is the product of years of utilization in the instruction of thousands of learners worldwide by diverse instructors at multiple institutions and application in hundreds of outreach consulting projects with entrepreneurial ventures. Grounded in the conceptual history of entrepreneurship theory and education, the Heptalogical Model offers a distinct approach that is not person or venture-centric. Its logic clarifies how many kinds of entrepreneurs and ventures develop, evolve, and perform in practical ways. The model is amenable to the radical diversities of entrepreneurial phenomena across sectors, industries, and cultures.
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Jones, Colin, Kathryn Penaluna, and Andy Penaluna. "The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy." Education + Training 61, no. 9 (October 3, 2019): 1170–86. http://dx.doi.org/10.1108/et-10-2018-0211.
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Purpose The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and EE and offers suggestions as to the further development of such thinking in this domain. Design/methodology/approach This conceptual paper revisits the original thinking that developed the process of heutagogy, or self-determined learning. Revisiting the conceptual foundations of heutagogy, comparing it to andragogy and to the idea of academagogy enables the process of academagogical process knowledge (APK) to be outlined. Through this process, the authors argue it is possible to envisage the real potential value of heutagogy to enterprise and EE. Findings In advocating for the development of APK, the authors highlight the importance of six specific knowledge bases; knowledge of self, knowledge of entrepreneurship theories, knowledge of transformational learning approaches, knowledge of authentic assessment processes, knowledge of student engagement and knowledge of how to scholarly lead. The authors argue that the development of scholarship of teaching and learning for enterprise and EE can be advanced through these six knowledge bases. Practical implications There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here, especially if we consider entrepreneurial approaches within disciplines and interests that anchor the studies, as opposed to more generic approaches found in entrepreneurship courses. Most importantly, that heutagogy must be evaluated alongside the blended contributions of pedagogy, andragogy and academagogy. Originality/value This paper advances the readers’ understanding of the potential role of heutagogy in enterprise and EE. In doing so, differing opinions related to the use of heutagogy in the domain have been addressed, and a developmental pathway outlined.
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Hägg, Gustav, and Agnieszka Kurczewska. "Guiding the student entrepreneur – Considering the emergent adult within the pedagogy–andragogy continuum in entrepreneurship education." Education + Training 62, no. 7/8 (August 10, 2020): 759–77. http://dx.doi.org/10.1108/et-03-2020-0069.
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PurposeThe purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.Design/methodology/approachThe paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.FindingsOdigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.Practical implicationsThe paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.Originality/valueBy introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.
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Balan, Peter, Alex Maritz, and Matthew McKinlay. "A structured method for innovating in entrepreneurship pedagogies." Education + Training 60, no. 7/8 (August 23, 2018): 819–40. http://dx.doi.org/10.1108/et-05-2017-0064.
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PurposeThe purpose of this paper is to describe a dynamic and continuous process for evaluating entrepreneurship pedagogies to implement continuous improvement of entrepreneurship education in order to achieve increased student engagement in face-to-face classes. Pedagogy is argued to be a significant contributor to entrepreneurship education programmes, consisting of dynamic activities and initiatives within the scope of defined entrepreneurship education ecosystems.Design/methodology/approachA “minute paper” was used as a quick and convenient method to obtain qualitative data on student perceptions of different pedagogies. The research adopted an action-research strategy where data were analysed using concept mapping to identify key themes that the educator can use to further develop or modify the pedagogy during course delivery.FindingsThe research identified student perceptions of the nature of engagement with pedagogies, and of possible improvements that were used by the educator to increase student engagement during course delivery. Different pedagogies were found to have varying outcomes on students’ engagement with entrepreneurship learning, and as such, contextual and spatial factors have to be taken into account when implementing new and/or adjusted pedagogies.Research limitations/implicationsRepeated application of the research method to different pedagogies was carried out in several deliveries of an undergraduate entrepreneurship foundation course in one university. As such, further research requires testing in various institutional and delivery contexts as well as comparisons of learning and other outcomes including entrepreneurial intentions between classes where particular pedagogies may or may not be used.Practical implicationsThe approach described is relatively straightforward to implement, with marginal resource and time. It provides rich data that gives insights into student perceptions of engagement with an individual pedagogy that the educator can use to modify to modify in order to increase student engagement.Originality/valueThe paper describes a practical method for educators to evaluate and develop optimal pedagogies for a particular class or group of students. This method can be applied to small as well as large class sizes, and data analysis can be carried out in real time to make improvements during course delivery. Although this method is described in the context of entrepreneurship education, it can be applied to other fields of instruction.
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Lackéus, Martin. "Comparing the impact of three different experiential approaches to entrepreneurship in education." International Journal of Entrepreneurial Behavior & Research 26, no. 5 (May 31, 2020): 937–71. http://dx.doi.org/10.1108/ijebr-04-2018-0236.
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PurposeThree different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.Design/methodology/approachData were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.FindingsThe three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.Research limitations/implicationsVaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.Originality/valueMost impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.
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Rönkkö, Marja-Leena, and Jaana Lepistö. "Finnish student teachers’ critical conceptions of entrepreneurship education." Journal of Enterprising Communities: People and Places in the Global Economy 9, no. 1 (March 9, 2015): 61–75. http://dx.doi.org/10.1108/jec-03-2013-0003.
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Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.
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Hoppe, Magnus, Mats Westerberg, and Eva Leffler. "Educational approaches to entrepreneurship in higher education." Education + Training 59, no. 7/8 (August 14, 2017): 751–67. http://dx.doi.org/10.1108/et-12-2016-0177.
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Purpose The purpose of this paper is to present and develop models of educational approaches to entrepreneurship that can provide complementary analytical structures to better study, enact and reflect upon the role of entrepreneurship in higher education. Design/methodology/approach A general framework for entrepreneurship education is developed by using theory as well as practical experiences from the fields of business, engineering and pedagogy. The paper is mainly conceptual where the unfolding Swedish practice is used as contextual backdrop. Findings The FOR/IN/THROUGH/ABOUT (FITA) taxonomy is presented and used to develop three models of how to approach entrepreneurship in higher education depending on purpose. As there exists a didactical divide between entrepreneurial education for business and entrepreneurial approach to teaching and learning, educators and researchers ought to let their specific context influence the adoption of the taxonomy as well as the presented models. Research limitations/implications The differentiations suggested by the presented models can be used to both structure the designs and limit claims of future research. More heuristic research is called for. Practical implications The use of FITA in the designing of entrepreneurship education offers new opportunities for enhancing complementary student learning in higher education. Social implications The study suggests that any political or scholarly initiative must acknowledge the diversity of entrepreneurship education and chose different approaches depending on what is to be achieved. Originality/value The multidisciplinary approach has made it possible to present and create models that denote a common ground for a productive discussion on how to better understand and make use of entrepreneurship in higher education.
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Williams, Dina. "The Impact of SimVenture on the Development of Entrepreneurial Skills in Management Students." Industry and Higher Education 29, no. 5 (October 2015): 379–95. http://dx.doi.org/10.5367/ihe.2015.0270.
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The purpose of this study was to bridge a gap in our understanding of the role business simulation games can play in the development of entrepreneurial capabilities in undergraduate students. While entrepreneurship education has come a long way from being a branch of business and management studies, to its current status as a core discipline in its own right, the debate on the pedagogy of entrepreneurship education continues. The best results in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Game-based learning is an emerging pedagogy that brings together the evolving nature of young learners and experiential learning. Grounded in the theory of experiential learning and action research methodology, this study investigates how a particular business simulation game, SimVenture, develops not only students' business and management skills but also their entrepreneurial attitude and values. The findings suggest that the business simulation allowed students to face their limitations, overcome some of them and make significant progress in their learning. Using SimVenture improved students' appreciation of business in general and the challenges entrepreneurs have to face in running a business.
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Peter, Fred, Sunday Eze, Kelechi Osigwe, Adeshola Peter, Emmanuel Adeyemi, Chibogu Okologbo, and Temitope Asiyanbola. "Entrepreneurship Education and Venture Intention of Female Engineering Students in A Nigerian University." International Journal of Higher Education 10, no. 4 (January 28, 2021): 9. http://dx.doi.org/10.5430/ijhe.v10n4p9.
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The significant changes taking place in the world have offered new opportunities for male and female-owned businesses. This study investigated the impact of entrepreneurship education and venture intention of female engineering students in Nigeria. A descriptive research design was used. Copies of the questionnaire were distributed to collect quantitative data on the link between entrepreneurship education and venture intentions of Landmark university female engineering students. The sample size for this study was determined based on the entire population of 32. This study used purposive random sampling techniques for the selection of the respondent. Hence, each participant was given an equal chance of being chosen from the population in no particular order. Regression analysis was used to analyse the stated hypotheses through a statistical package for social science (SPSS). The findings revealed that effective implementation of entrepreneurship education elements stimulate students’ entrepreneurial activities, particularly among female engineering students. This study advanced knowledge and concluded that entrepreneurship education elements such as pedagogy, educators’ competence, and learning environment have a significant impact on venture intention.
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Sommarström, Kaarina, Elena Oikkonen, and Timo Pihkala. "Entrepreneurship education – paradoxes in school–company interaction." Education + Training 62, no. 7/8 (March 28, 2020): 933–45. http://dx.doi.org/10.1108/et-08-2019-0171.
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PurposeThe purpose of this paper studies the role of paradoxes in the adoption of entrepreneurship education (EE) in schools.Design/methodology/approachQualitative research methods were used, and the data were collected via semi-structured interviews with Finnish teachers and principals.FindingsParadoxes are an important factor slowing the adoption of EE. Paradoxes appear to arise from teachers' misunderstandings, high personal standards of pedagogy and an unwillingness to change their routines. In schools, principals still regard EE as a newcomer that is easily abandoned should any difficulties emerge. The principals show unwillingness to take responsibility for managing EE or to establish relationships with companies.Research limitations/implicationsThe study represents Finnish practice in basic education. Due to the qualitative methodology applied, the generalizability of the results is limited. Quantitative research on the teachers' and principals' behaviour related to paradoxes in EE is needed. Furthermore, the pedagogical prioritization related to the introduction of EE warrants more research.Practical implicationsThe results suggest good opportunities exist in training to prepare teachers and principals to anticipate the difficulties of EE.Originality/valueThe study introduces a new understanding of the difficulties in the adoption of EE. Paradoxes are important factors to take into account in the promotion of EE. Paradoxes stem from teachers' misunderstandings, misconceptions and their unwillingness to change. Principals seem unwilling to assume their responsibilities in managing EE. The study highlights opportunities for managing the emergence of these paradoxes by preparing teachers and principals better on the difficulties and unexpected outcomes of EE.
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Wang, Longlong. "Entrepreneurial narratives and concept teaching and learning." Industry and Higher Education 34, no. 1 (October 9, 2019): 24–35. http://dx.doi.org/10.1177/0950422219878986.
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Entrepreneurship education (EE) is facing a tension between practical valence and academic institutionalization. As a consequence, we know very little about how story-based pedagogy is implemented in the classroom, though various entrepreneurial narratives have been institutionalized into EE programs. This article examines how one Chinese teacher thematically constructs six nascent entrepreneurs to illustrate the concept of entrepreneurship in a classroom setting. The findings suggest that the entrepreneurial narratives used by the teacher are different in structure from those reported by entrepreneurship studies, because entrepreneurial stories narrated by teachers are non-participant life stories. This article argues that narrative is an important tool for teachers to personalize their conceptualization of entrepreneurship. Such conceptualization, embedded in both the structure and the content of narratives, facilitates entrepreneurial teaching and learning in a holistic, instantiated, and impactful way. The article also demonstrates that teachers can create additional learning opportunities, by resorting to specific narrative features and thematic construction. It concludes with critical reflections on entrepreneurial narrative, story-based pedagogy, and EE research and calls for more classroom-based research in the field.
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Jurczyk-Romanowska, Ewa. "Games in University Education." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 114. http://dx.doi.org/10.26417/ejser.v6i2.p114-122.
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The paper presents conclusions from research into the opportunities to employ games in university education and it constitutes a description of a number of projects carried out at the Institute of Pedagogy at the University of Wrocław. The project encompassed: (1) the use of location-based games in cultural education classes (Kulturalny Wrocław project), (2) a five-day game seminar on career management (the Gamification in career management in the educational practice of Lower Silesia project), (3) a location-based game diagnosing entrepreneurship competences (the Entrepreneurship in the educational practice of Lower Silesia project), and (4) the use of LARP games in developing soft skills (the Learning through games project). During the conducted research triangulation of methods was employed: participant observation as well as focus and individual interviews. The conclusion of the explorations is that the Introduction of games into university education is an effective and attractive educational means, which, at the same time, requires substantial amount of time and number of staff in the preparation of the classes.
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Manning, Louise, Robert Smith, Gillian Conley, and Luke Halsey. "Ecopreneurial Education and Support: Developing the Innovators of Today and Tomorrow." Sustainability 12, no. 21 (November 6, 2020): 9228. http://dx.doi.org/10.3390/su12219228.
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Entrepreneurship and more, particularly ecopreneurship, are essential to drive the sustainable transitions needed in food supply chains. Existing pedagogic frameworks should address these academic disciplines and they should be embedded in the educational curricula. Even when ideas are formed that can drive sustainable change, the process from ideation to commercialization can be difficult: the so-called “valley of death.” This aim of this conceptual paper is to consider pedagogic and program design and the mechanisms required to enaction of a body of practice around entrepreneurship and, more specifically, ecopreneurship, within academic curricula and associated business incubators. This makes this paper of particular interest for academia, policy makers and industry support sectors alike. An existing university that has both a student enterprise and ecopreneurship program and an established agri-technology business incubator and accelerator is used as a case study to provide insight into how progress from ideation to commercialization can be more readily supported in a university setting. From a pedagogical perspective, it is incumbent to develop new conceptual, methodological and theoretically underpinned spiral pedagogies to teach and support future generations of learners at agricultural and land-based colleges and universities as to how to exploit and take advantage of entrepreneurial and ecopreneurial business opportunities. Productization, too, needs to be embedded into the ecopreneurial pedagogy and also consideration of how businesses and their associated ecopreneurs navigate from ideation to successful product/service commercialization.
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Anderson, Alistair R., and Xiuxiang Zhang. "Enterprise education with Chinese characteristics; policy, practices and uneven development in PRC." Journal of Entrepreneurship in Emerging Economies 7, no. 3 (September 7, 2015): 276–92. http://dx.doi.org/10.1108/jeee-12-2014-0047.
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Purpose – The paper aims to review the emergence and nature of entrepreneurship education in China. This paper considers the variability of developments in practices despite policy. In turn, this allows one to consider the implications of this uneven distribution of expertise and resources. Design/methodology/approach – The paper is primarily empirically descriptive, but it draws upon different literatures to examine entrepreneurship education in the uniqueness of its Chinese context. The authors offer two comparative cases to illustrate the arguments. Findings – Substantial differences were found by region and by the status of the institution. The region aspect is paradoxical because the largest number of new businesses exists in those regions with the best provision of enterprise education. The channelling of resources to elite resources compounds the problem. Less prestigious universities make do with what they have, and this may be detrimental for the quality and effectiveness of enterprise education. Research limitations/implications – There may be some regional differences that have been overlooked, but the thrust is clear. Different resource allocations have shaped entrepreneurship education in the regions. Practical implications – Applied policy may have detrimental effects on less well-endowed universities and thus neglect less entrepreneurial places. Social implications – If entrepreneurship is to deliver its promise of opportunity, innovation and job creation, it needs to be taught by experienced and informed faculty. The uneven distribution of entrepreneurship pedagogy and expertise indicates that this may be more difficult to deliver in some places. Originality/value – Although entrepreneurship education in China is now pervasive, little work has been done in comparing policies with practices.
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Androutsos, Athanassios, and Vasiliki Brinia. "Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship." Education Sciences 9, no. 2 (May 23, 2019): 113. http://dx.doi.org/10.3390/educsci9020113.
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In Secondary Education, students need innovative skills and competences that the current education system does not sufficiently offer. Also, educators need pedagogical support to develop teaching to respond to 21st century skills requirements. In order to achieve these goals, an experimental culture of learning needs to be implemented in practice. The aim of this paper is to introduce and pilot a pedagogy for teaching innovation, collaboration, and co-creation in secondary education. The proposed pedagogy is based on a designerly way of thinking, digital competences, and entrepreneurial spirit, together with an experimental culture of creating, making, and collaborating in order to improve students’ innovative, co-creative and collaborative way of thinking and making. The main finding is that the proposed pedagogy enhanced innovative, collaborative and co-creative student competences. Moreover, digital and entrepreneurial skills gave the ability to the students to create new valuable products and services.
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Kondracka-Szala, Marta. "Entrepreneurship and education towards entrepreneurship from the perspective of the preschool teachers and pedagogy students at the University of Wroclaw." e-mentor 2015, no. 5(62) (December 31, 2015): 4–14. http://dx.doi.org/10.15219/em62.1212.
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Sylvester, Paul Skilton. "Teaching and Practice: Elementary School Curricula and Urban Transformation." Harvard Educational Review 64, no. 3 (September 1, 1994): 309–32. http://dx.doi.org/10.17763/haer.64.3.u224654m7261v513.
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In this article, third-grade teacher Paul Skilton Sylvester describes how he practiced critical pedagogy in his urban Philadelphia classroom. Conceptualizing education as a means for changing social structures rather than merely replicating them, Sylvester created a classroom economy, which his students called "Sweet Cakes Town," as part of a larger study of the neighborhoods surrounding the school. In Sweet Cakes Town, students and teacher studied and lived "real world" situations such as unemployment, nepotism, successful entrepreneurship, homelessness, injustice, and cooperation in their exploration of social transformation.
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H. Trivedi, Rohit. "Are we committed to teach entrepreneurship in business school?" Journal of Enterprising Communities: People and Places in the Global Economy 8, no. 1 (March 4, 2014): 71–81. http://dx.doi.org/10.1108/jec-08-2013-0026.
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Purpose – Despite large number of universities and institutions offering management degrees and interest in the field of entrepreneurship, very less is known about the perception of business lecturers regarding the subject of entrepreneurship, dominant pedagogy, their commitment to teaching and institutional support. The paper aims to discuss these issues. Design/methodology/approach – Considering this, the study was carried out with structured questionnaire among 232 lecturers of business management from selected management schools of these three South Asian countries, India, Singapore and Malaysia. Findings – In response to chief objective of the study, i.e. commitment of lecturers to teach entrepreneurship, it was found that almost 85 per cent of the respondents have shown that they feel fully committed to teach entrepreneurship and almost 35 per cent of the respondents feel that they will be unwilling to exchange current entrepreneurship teaching for teaching in other subjects. In the same vein, almost 50 per cent of the lecturers agree that their institution is keen to develop entrepreneurship education. However, in relation to training and staff development, it is found that almost 38 per cent of the lecturers have not received such a support. Originality/value – The study provides insight about the level of commitment that business lecturers depict to teach entrepreneurship and resources provided to them by their institute to engage in entrepreneurship education.
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Nevalainen, Timo, Jaana Seikkula-Leino, and Maria Salomaa. "Team Learning as a Model for Facilitating Entrepreneurial Competences in Higher Education: The Case of Proakatemia." Sustainability 13, no. 13 (July 1, 2021): 7373. http://dx.doi.org/10.3390/su13137373.
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In the past decades, there has been a growing interest in entrepreneurship education, and many higher education institutions have developed specific programs and courses to support entrepreneurial competencies. However, there have been significant changes in how universities train competences related to business skills and entrepreneurship in practice. Whereas entrepreneurship courses used to focus on the different forms of businesses and drafting business plans, the overall perception of entrepreneurship and entrepreneurial competences has shifted this toward a more holistic educational approach to develop students’ entrepreneurial competencies. In this comparative quantitative case study, we investigate the university students’ perception of the development of their entrepreneurial competencies in the case of Proakatemia (Tampere University of Applied Sciences). The aim was to examine how the entrepreneurial competencies are reflected and strengthened in their thinking and everyday functions through the concept of team learning. The survey involved, altogether, 64 students, of which 21 studied in Proakatemia. The results of this study indicate that the team learning concept of Proakatemia facilitates learning entrepreneurial competencies. Therefore, these results provide insights for universities aiming to develop their curricula, programs and pedagogy, thus promoting sustainable societal development. However, we recommend further studies, e.g., from a qualitative point of view, to assess the effective of the concept in other learning environments.
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Pepin, Matthias. "Learning to be enterprising in school through an inquiry-based pedagogy." Industry and Higher Education 32, no. 6 (October 3, 2018): 418–29. http://dx.doi.org/10.1177/0950422218802536.
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In the French-speaking province of Québec in Canada, entrepreneurship was officially introduced into the Québec Education Program (QEP) in 2001. Entrepreneurship is viewed there as a learning tool associated with the conduct of entrepreneurial projects; that is, student-led action projects that respond to a community need by creating a good, offering a service or organizing an event. The purpose of this article is to report on an investigation conducted into a school shop at primary school level to document what it means to learn to be enterprising in school. The results show that, to learn to be enterprising (i.e. to learn to plan and implement an action project), pupils have to be fully engaged in the creation of the shop and in the inquiry processes to be conducted. Thus they need to be able to identify problems arising, analyse the environment, devise solutions and implement them. Moreover, learning to be enterprising entails learning through being enterprising. Two main learning points were enabled by the inquiry processes based on the school shop experience: (1) the integration of multiple disciplinary contents from the QEP, and (2) critical reflection on society.
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Takemoto, Takuji, and Hiroko Oe. "Entrepreneurship education at universities: challenges and future perspectives on online game implementation." Entrepreneurship Education 4, no. 1 (February 2, 2021): 19–37. http://dx.doi.org/10.1007/s41959-020-00043-3.
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AbstractThe study explored the challenges and potential of online gamification to develop actionable recommendations for entrepreneurship pedagogy in the phase of ‘new normal’. This study applied an experimental game which the authors developed, and a mixed method was applied to the data sets collected from the students: an open-ended survey of 91 students and in-depth interviews with 23 students. It has been found that the students perceiving activities with gamifications are good learning stimuli in entrepreneurial classrooms as a first step; then, they found it effective to learn and deepen their understanding of theories and models as a second step after the gaming activities, which is a reverse approach from a traditional business education approach. Gamification enables students to think critically on game scenarios via participation in gamifications, which can be strengthened and embedded in their mind by theoretical learning which follows the gaming activities. The findings of the study provide a practical guidance for entrepreneurship pedagogists with ‘activities first’ which will be followed by theoretical learning.
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Lynch, Matthew, Gunnar Andersson, and Frode Ramstad Johansen. "Merging Systems Thinking with Entrepreneurship: Shifting Students’ Mindsets towards Crafting a More Sustainable Future." Sustainability 13, no. 9 (April 28, 2021): 4946. http://dx.doi.org/10.3390/su13094946.
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The major challenges confronting humanity are systemic in nature: climate change, pollution, poverty, and inequality. Entrepreneurship fails to tackle these challenges, and ‘creative destruction’ is mostly just leading to the destruction of the natural world that we inhabit. The present economic, financial, and productive systems can and should be transformed to lead and power a shift towards sustainability. If we are to reverse the course of destruction that current capitalist systems are creating, we need to introduce more of a systems perspective into entrepreneurial education. This article addresses how merging systems thinking and entrepreneurship can be used to nudge students towards sustainability. Through a single case study, we argue that a practice-based pedagogy that combines perspectives from entrepreneurship and systems thinking can be used as a catalyst to bring about local changes in business models by making the business case go beyond the individual organization and seeing entrepreneurship as being about creating more sustainable business systems.
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Bell, Robin, and Heather Bell. "Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education." Journal of Small Business and Enterprise Development 27, no. 6 (October 2, 2020): 987–1004. http://dx.doi.org/10.1108/jsbed-01-2020-0012.
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PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.
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Bureau, Sylvain P., and Aris Komporozos-Athanasiou. "Learning subversion in the business school: An ‘improbable’ encounter." Management Learning 48, no. 1 (August 20, 2016): 39–56. http://dx.doi.org/10.1177/1350507616661262.
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Entrepreneurs develop activities that aim to challenge the status quo, break rules and subvert systems. How can such a thing be taught/learnt in a business school? This article contributes to current debates within entrepreneurship studies that seek to address the subversive nature of entrepreneurial activity. It presents an ethnographic case study of an entrepreneurship course that attempts to re-define the teaching and learning boundaries of subversive activities in a leading European business school. Drawing on the theory of Bakhtin, which has thus far been overlooked in entrepreneurship studies, we unpick the potentiality of art practices in the learning and experiencing of the subversive dimension of entrepreneurship. We employ the concept of ‘dialogical pedagogy’ in order to address calls for more ‘relationally experienced’ approaches to management learning that foreground the conflicts, emotional strains and uncertainties that are embedded in the fabric of entrepreneurial practice. We show how ‘subversive dialogues’ are enacted between students and teachers as they engage in the learning process, and we discuss implications for critical entrepreneurship teaching in an increasingly commoditized education environment.
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Spiteri, Simeon, and Felix Maringe. "EU entrepreneurial learning: perspectives of university students." Journal of Enterprising Communities: People and Places in the Global Economy 8, no. 1 (March 4, 2014): 51–70. http://dx.doi.org/10.1108/jec-07-2013-0023.
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Purpose – This study addresses the issue of teaching in entrepreneurship courses in selected European universities in Malta and the UK. The paper aims to explore the views of students in different educational institutions about their understanding of entrepreneurship and the pedagogical aspects of teaching it. Design/methodology/approach – Qualitative case study data were collected through one-to-one interviews with 31 students engaged in entrepreneurship course in four educational institutions in Malta and the UK. Findings – Students identified four essential components that reflect the nature of entrepreneurial education. These consist of pedagogy, content, assessment and role model lecturer. Pedagogy of entrepreneurial courses was broadly seen as a mixture of traditional teaching and entrepreneurial learning. Students showed a preference for content aimed at developing creativity in practice-based situations. Preferred assessment strategies included individual assignments perceived as useful to deepen the concepts learned and stimulate individual thinking. Role model lecturers are inspiring to students. They should be individuals that are creative, have experience in entrepreneurial roles and hold academic knowledge that is useful to teach about entrepreneurship. There were variations in the views expressed by different groups of students interviewed in this study. Research limitations/implications – Due to the relatively small sample sizes, this study has limited generalisability implying the need for similar research more broadly across other universities in Europe. Practical implications – The study proposes a model for enhancing the teaching of entrepreneurial courses in universities in Europe. The model comprises teaching pedagogies responsive to the student learning needs; application of features present in the KTP model and proposes a structure for determining worthwhile knowledge that should be delivered in adherence to students learning needs. Originality/value – This study expands the understanding of the learning process of students and provides a methodological framework that can be used to research entrepreneurial education.
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Portuguez Castro, May, and Marcela Georgina Gómez Zermeño. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education." Sustainability 12, no. 10 (May 15, 2020): 4063. http://dx.doi.org/10.3390/su12104063.
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Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
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Heinonen, Jarna, and Ulla Hytti. "Back to Basics: The Role of Teaching in Developing the Entrepreneurial University." International Journal of Entrepreneurship and Innovation 11, no. 4 (November 2010): 283–92. http://dx.doi.org/10.5367/ijei.2010.0006.
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The literature on entrepreneurial universities focuses on the close collaboration between academia, industry and government, and on the contribution of tertiary level education to society and the economy. Little attention has been paid to the role of teaching in developing the entrepreneurial university, despite the active research on entrepreneurship education. In addressing this research gap, this paper provides a theoretical discussion of the role of teaching in this context. The authors suggest that the challenges are connected primarily to issues of content and pedagogy, depending on the tasks and the university setting.
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Ibragimova, L. A., and S. A. Mezenova. "On professional training of bachelor of economics to entrepreneurship in contemporary conditions." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 43–50. http://dx.doi.org/10.36906/2311-4444/19-1/07.
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One of the most significant problems of modern pedagogy is Bachelor of Economics (B. Ec.) training to entrepreneurship. This article examines to what extent this issue is studied in the Russian and foreign scientific literature; identifies the key-problems existing in the system of modern professional education in the field of the B. Ec. training to entrepreneurship. The definition of “entrepreneurial activity” is analyzed from the pedagogical, sociological and economic perspectives. The basic university-based means, methods and forms of the B. Ec. training to entrepreneurship are studied; the necessity of their use in the pedagogical training is substantiated. The research concerns the issue of activating innovation entrepreneurial activity of B. Ec. students. The research results aimed at identifying the entrepreneurial activity of students are described in detail. Based on the data studied, a model of optimal business interaction of B. Ec. students and university is presented. The article also provides practical recommendations directed at increasing the entrepreneurial activity of students at university
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Khaikin, V. L., and D. V. Grigoriev. "Child-adult Creating Community as an Institution of Education." Psychological-Educational Studies 6, no. 2 (2014): 75–80. http://dx.doi.org/10.17759/psyedu.2014060206.
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The article analyzes the possibilities of education to overcome infantilism and consumer orientation of the younger generation. Even humanistic “pedagogy of relations” is being eroded in the consumer society. Nowadays, to talk about school and to build the school in which children feel only cozy, comfortable and convenient means to prepare new victims of consumerism. The authors state the need of moving from the usual methods and forms of education (formally ritualized, verbal, leisure and entertainment ones) to the creative, activity methods and forms, which cultivate the relationships of responsible care. The new institute of education, which is child-adult creating community, is justified both theoretically and practically. The authors provide the examples of mutually beneficial and developing cooperation of adults and children based on the principles of technology, self-management, social entrepreneurship and social service.
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Radi, Said. "Pédagogie Active Et Développement Des Compétences Entrepreneuriales Des Étudiants : Analyse Empirique." European Scientific Journal, ESJ 13, no. 26 (September 30, 2017): 315. http://dx.doi.org/10.19044/esj.2017.v13n26p315.
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In order to enable the Moroccan University to provide the country with human resources capable of contributing to its development, a reform of higher education was implemented as from 2003. This reform focuses much more on the development of students' skills than on the acquisition of knowledge. In this context, the UM5R has set up a Specialized Master in Entrepreneurship and Project Management. The main innovation of this training is the introduction of active pedagogy through two activities: entrepreneurial missions and creativity workshops. This article attempts to answer the question of the extent to which the introduction of this educational innovation has improved the entrepreneurial skills of the students. The chosen research methodology is action research. The main result is that the introduction of active pedagogy has enabled students to effectively develop entrepreneurial skills, to file patents and to create their own companies.