Entrepreneurship Education and Ethnic Minorities: The Case of North African Entrepreneurs in France

Nekka, Hadj; Fayolle, Alain

doi:10.4337/9781849806688.00019

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The academic literature is abounding with contextualisation throughout components of entrepreneurship education. These include, but not limited to outcomes (Matlay, 2008); audience (Fayolle and Gailly, 2008); student and educator diversity (Jones, 2010a); skills, knowledge, and attitudes (Matlay, 2008); type of entrepreneurship (Nekka and Fayolle, 2010); teaching methods and pedagogy (Fayolle, 2010) and evaluation (Harte and Stewart, 2012) to name but a few. Further integration of contextualisation is provided within each component.…”

Section: Contextmentioning

confidence: 99%

See 1 more Smart Citation

Illuminating the black box of entrepreneurship education programs

Maritz

Brown

2013

Education + Training

102

172

View full text Add to dashboard Cite

Purpose -The aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed. Design/methodology/approach -The paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy. Findings -The paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs. Research limitations/implications -This paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts. Practical implications -The framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy. Originality/value -The value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

show abstract

Section: Contextmentioning

confidence: 99%

“…Type of entrepreneurship may also be referred to as entrepreneurship stream. Similarly, such contextualisation is highlighted in pedagogy with reference to entrepreneurship minorities (Nekka and Fayolle, 2010), level (undergraduate and postgraduate, see e.g. Izquierdo and Deschoolmeester, 2010), and career (Silberzahn and Silberzahn, 2010).…”

Section: Pedagogymentioning

confidence: 99%

Illuminating the black box of entrepreneurship education programs

Maritz

Brown

2013

Education + Training

102

172

View full text Add to dashboard Cite

show abstract

“…Most programs are typically delivered by HEIs (Neck and Greene, 2011), which directly associates with the contextual boundaries of this study. Contextualization may well resonate with the other components of EEPs, examples include: non-business disciplines , international contexts (Fayolle, 2010), diversity such as gender (Pedridou et al, 2009), competitive offerings (Morris et al, 2013), enterprise culture (Rae, 2010), outcomes (Matlay, 2008), audience (Fayolle and Gailly, 2008), educator diversity ( Jones, 2010), skills, knowledge and attitudes (Matlay, 2008), type of entrepreneurship (Nekka and Fayolle, 2010), teaching methods and pedagogy (Fayolle, 2010), content and research (Maritz and Donovan, 2015) and evaluation (Harte and Stewart, 2012).…”

Section: Eepsmentioning

confidence: 99%

The status of entrepreneurship education in Australian universities

Maritz

Jones

Shwetzer

2015

Education + Training

View full text Add to dashboard Cite

Purpose -The purpose of this paper is to provide an analytical overview of the current state of entrepreneurship education (EE) in Australia; placing emphasis on programs, curricula and entrepreneurship ecosystems. Design/methodology/approach -The authors performed a contextual review of the literature by delineating entrepreneurship education programs, the entrepreneurial ecosystem and EE learning and teaching. The review was enhanced by a systematic collection of data from higher education institutions web sites, depicting the prevailing situation of entrepreneurship programs, courses, subjects and their ecosystems. Findings -A number of interesting findings emerged from this study. From a curricular perspective, Australian universities offer 584 subjects related to entrepreneurship. This includes dominance at undergraduate level, representing 24 minors/majors and specializations in entrepreneurship. In total, 135 entrepreneurship ecosystems were identified. Research limitations/implications -This paper presents findings from university web sites and as such requires introspection to validate individual university offerings. Practical implications -The study provides the status of EE in Australia, and may guide academic and policy decision makers to further develop entrepreneurship initiatives. Originality/value -This paper provides the first analytical overview of EE in Australia and paves the way for further evaluation.

show abstract