Adapting to constructivist approaches to entrepreneurship education in the Chinese classroom

Abstract

Encouragement by the Chinese government for education to move from an emphasis on passive learning, rote memorisation and mechanical training towards the development and delivery of education using active, student-centred education approaches has resulted in tensions and challenges, one of which is the reaction of students previously used to traditional passive transmission learning. To study the challenges that Chinese students face when undertaking a constructivist experience-based entrepreneurship course focused on process rather than content, eight groups of business students at a Chinese university were tasked with developing projects which would add value to the university's international community. The qualitative research identified four key themes: a lack of familiarity with the constructivist learning process; group work and group dynamics; the linkage of taught content to practical activities; and the reflective process of learning in constructivist education. The findings and suggested remedies as to how these challenges can be minimized are discussed.

Irish and Turkish pre-service teachers understanding and perceptions of enterprise education

“…The practical and embedded nature of their engagement with enterprise education enabled pre-service teachers to see the value in promoting skills such as creativity, drive, leadership, solution orientation, interpersonal skills, and research skills. Participants from both cohorts also strongly supported previous research advocating a focus on experience-based approaches to enterprise education or entrepreneurship education ( Bell, 2020 ; Pittaway et al., 2009 ; Tiernan, 2016 ). Pre-service teachers in this study were exposed to many practical elements in their respective programs, however their comments made it clear that participation in more real-world activities involving collaboration and external engagement would further improve the learning experience.…”

The Role of Entrepreneurship Policy in College Students’ Entrepreneurial Intention: The Intermediary Role of Entrepreneurial Practice and Entrepreneurial Spirit

“…Some scholars have studied strategies to improve the efficacy of EE in colleges and universities using EPr as the principal vehicle ( Wang, 2020 ). Some foreign scholars have put forward remedial measures and countermeasures for the challenges faced by Chinese students engaged in EE ( Bell, 2020 ). Mok et al (2019) show that China should consistently revise innovation policies, to adapt to the ever-changing environment and to support transformation into a more dynamic entrepreneurial nation.…”

Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

“…Therefore, it is essential that the educator creates a safe environment where learners respect each other's views (Leah 2018). As in constructivist learning environments the educator should support positive constructive criticism and feedback, although this can be challenging for learners who are not familiar with such an approach (Bell 2020b).…”