Educational approaches to entrepreneurship in higher education

Abstract

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.

Implementing design thinking as didactic method in entrepreneurship education. The importance of through

“…Taken together, the result suggests that Design Thinking as a method in teaching entrepreneurship education has been important for the assimilating of the content of course and teaching the students to think entrepreneurially. This in turn supports Hoppe et al (2017) FITA taxonomy suggesting Design Thinking methods to be a means to achieve through entrepreneurship learning experience. The Design Thinking method enables students to practice entrepreneurship or in other words, education through entrepreneurship.…”

“…The approach in entrepreneurship education aims at making the students aware of, and reflect on their own actions and thereby learn how to create value by developing ideas (Hoppe et al, 2017). The log is one example of how the approach in entrepreneurship education was linked in the course.…”

“…In Sweden, a strategy for entrepreneurship education has been introduced since 2011 (Skolverket, 2011a, b) which outlines entrepreneurship education in compulsory and upper secondary school. Yet, how to implement the strategy in higher education has not been clarified (Hoppe, Westerberg and Leffler, 2017). Traditionally entrepreneurship education has been taught about entrepreneurship (Hoppe, et al, 2017).…”

“…Yet, how to implement the strategy in higher education has not been clarified (Hoppe, Westerberg and Leffler, 2017). Traditionally entrepreneurship education has been taught about entrepreneurship (Hoppe, et al, 2017). However, entrepreneurship education also require practice (Johannisson et al, 1998), that´s to learn entrepreneurial behavior through experience and discovery (Rae and Carswell, 2000) such as learning by doing or hands-on experience (Vincett, and Farlow, 2018).…”

“…Building on the idea of Jamieson (1984) Hoppe et al (2017) suggests a taxonomy for entrepreneurship education, FITA, which ads through entrepreneurship. While for, in and about entrepreneurship are related to business, through entrepreneurship emphasizes the process (Hoppe, et al 2017). The study of Hoppe et al (2017) show some insights as to a feasible taxonomy, however, the through entrepreneurship education could be further examined.…”