Action-based entrepreneurship education

Getting Entrepreneurship Education Out of the Classroom and into Students’ Heads

“…For example, Haase and Lautenschläger (2011, 147) even state that "experience-based soft skills related to entrepreneurship are rather difficult to impart or develop, but they are much more important and render EE unique" (emphasis added). Reviews of EE in Sweden also emphasize an action-based approach (e.g., Rasmussen and Sørheim 2006) in which students take ownership of their ideas, instead of discussing cases of others' ideas. Unfortunately, operational details on the experiential learning components remain sparse (Vanevenhoven and Liguiri 2013).…”

Entrepreneurial Factors Influencing the Performance of Government Funded Youth Group Enterprises in Turbo Sub-County Uasin Gishu County - Kenya

“…They have a way of surviving the tough situations unlike those who have totally no experience or lack important skills such as managerial, accounting, negotiation and customer relationship skills. Most successful entrepreneurs exhibit the following entrepreneur skills; are passionate, obsessive and ready to sacrifice their time in order to make their business opportunity work with a strong vision, (Rasmussen & Sorheim, 2006). Their determination to succeed is due to their strong will, therefore things like setbacks and risks do not discourage them and they are relentless in their pursuit of goals.…”

“…Their common sense works more for them and this makes them cautious around the tough moments in their business. Their willingness to persevere helps them against the odds since they're passionate about their venture and their sheer belief or even a conviction about an action is an entrepreneurial skill that helps most entrepreneurs to survive (Rasmussen &Sorheim, 2006). According to Hisrich, there is valid evidence that entrepreneurs tend to have entrepreneurial parents or mentors.…”

Lessons learned from an inside-out flip in entrepreneurship education

“…Entrepreneurship education (EE) is argued to be a special case of education that requires experiential components for it to be effective (e.g, Rasmussen & Sørheim 2006;Haase & Lautenschläger 2011;Neck & Greene 2011;Rideout & Gray 2013;Mason & Arshed 2013). While the concepts are easy enough to comprehend, the real challenge resides in the 'teachability dilemma' (Haase & Lautenschläger 2011).…”

“…The solution to building empathy for entrepreneurs and teaching know-how, is to get students to actually do and experience what real entrepreneurs would do, and thus internalize the know-what based on their own first-hand experience. An integral part of this solution, is expand our definition of who the stakeholders in EE are beyond the students and lecturer (e.g., as proposed by Jones & Matlay 2011), There are increasing reviews about the effectiveness of EE programmess (e.g., Rasmussen & Sørheim 2006;Pittaway & Cope 2007;or Rideout & Gray 2013 in a special issue dedicated to assessing the impact of EE). However, their focus on the outcomes often glosses over the pedagogical and operational details of how the programmes are taught (Vanevenhoven and Liguiri 2013;Fayolle 2013).…”