Connecting the dots

Abstract

Purpose The quest of this paper is to justify, elaborate and elucidate the concepts of action, experience and reflection, and how they are intertwined when discussing contemporary entrepreneurship education. These concepts have been given a meaning in entrepreneurship education, but have not been discussed in-depth, and by that have been abridged in meaning and purpose, and mostly been treated in isolation from each other. Design/methodology/approach The paper is conceptual and takes its starting point in the historical development of the field and discusses the concepts, from philosophical roots and their application, in entrepreneurship education. Findings Neither of the discussed concepts are enough to generate learning one by one, as they are intertwined within the learning process that aims to generate knowledge. From this perspective, an understanding of how these concepts work, both individually and in synergy, is of importance for entrepreneurship education. Research limitations/implications The discussion presented in this paper may be a starting point for future empirical studies on entrepreneurial learning, by developing the meaning of action, reflections and experience, or by trying to conceptualize them. Practical implications The study indicates that entrepreneurship education should not concentrate only on one dimension of the entrepreneurial learning process, as for example on actions, but should try to combine all of its discussed elements. Originality/value By exploring the origins and developments around the concepts, the paper brings a deepened understanding of what the field considers as important when learning entrepreneurship. By decomposing and mutually referring the concepts, we contribute to the call of strengthening the theoretical and philosophical understanding in entrepreneurship education.

Rethinking What Is Entrepreneurship Education: A Macro Integrative Perspective

“…EE pedagogy is changing (Kuratko, 2005;Hägg, 2016). Teaching paradigm has shifted from focus on instructors' how to teach to participants' what to do (Fayolle & Klandt, 2006;Brockhaus et al, 2001;Hägg, 2016).…”

“…Teaching paradigm has shifted from focus on instructors' how to teach to participants' what to do (Fayolle & Klandt, 2006;Brockhaus et al, 2001;Hägg, 2016). Traditional EE teaching method, mainly in the form of lecture delivery has been replaced by more "dynamic pedagogy" in "blended, online and flipped approaches" (Maritz, Koch & Schmidt, 2016, p.21).…”

ARTIKKEL 1 Refleksjon i undervisning – eksempel på refleksjon fra entreprenørskapsundervisning

“…Hvordan begrepene handling, erfaring og refleksjon henger sammen, belyses av Hägg & Kurczewska (2016) i deres teoretiske innspill til forståelse av nøkkelbegrep i entreprenørskapsundervisningen. Handlingen eller aksjonen må vaere meningsfull og effektiv, da vi som mennesker trenger å vaere bevisst på å forstå våre handlinger.…”

“…Handling har, som vist, en sentral rolle i entreprenøriell laering. Det at transformasjon av de praktiske handlingene gjennom refleksjon er gitt begrenset oppmerksomhet (Hägg & Kurczewska, 2016), hindrer forståelsen av hvordan vi kan skape laering og kunnskap fra erfaring innenfor området entreprenørskapsundervisning. Til daglig blir erfaring gjerne forbundet med et individs personlige opplevelser og i mindre grad med hvilke følger det eventuelt har for laering.…”

Mentoría en curso de emprendimiento en línea.Sistematización de una experiencia en educación superior

“…En un mundo globalizado los mercados deben adaptarse a nuevos esquemas, por lo que se requiere la formación de capacidades emprendedoras en las personas que permitan disminuir el impacto del cambio y lograr una sociedad con mejores oportunidades para todos (Scott-Kemmis, 2017). Esta formación debe contar con ciertas características que desarrollen a ciudadanos más activos, autónomos y orientados a la acción y estar basadas en modelos que sustenten esta formación (Hägg y Kurczewska, 2016). Sin embargo, los programas de educación para el emprendimiento requieren aún de mayor investigación, debido a que es necesario determinar lo que se debe enseñar y cómo hacerlo, pues no siempre se tienen claros los contenidos a estudiar ni los modelos pedagógicos adecuados para su enseñanza (Padilla-Meléndez et al, 2014;Nabi et al 2019).…”