Experiential Learning Philosophies of Enterprise and Entrepreneurship Education

Ramsgaard, Michael Breum

doi:10.1007/978-3-319-90005-6_1

Cited by 11 publications

(12 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This paper has developed a framework which highlights the roles of the educator and the learner when engaging in experiential entrepreneurship education. It is based on theories and philosophies that inform the process, to afford guidance to educators by helping them to navigate the diverse and contrasting landscapes of approaches, theories, methods and philosophies (Ramsgaard, 2018). The framework highlights that there is a place for objectivist approaches using behaviourism and cognitivism to provide the underpinning knowledge as This can improve the legitimacy of entrepreneurship education, through the provision of greater linkage to educational literature and theory (Foliard et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Robinson et al (2016) highlighted the advantages of combining different learning theories and approaches, and moving to more learner-centred approaches focused on experiential learning, to encourage greater entrepreneurial awareness and the development of an entrepreneurial mind-set. Ramsgaard (2018) has highlighted the difficulties in knowing how to navigate the diverse and contrasting range of theories, methods, and philosophies. The framework offers guidance as to how educators can navigate some of the different educational theories, methods and philosophies that are interlinked.…”

Section: Introductionmentioning

confidence: 99%

“…Experiential learning can provide the opportunity to engage in transformative learning, which can result in a change to learner 'identity'. The personal change and development can not only help the learner to develop new skills and new knowledge but can also help the individual to develop a new, stronger identity based on the new knowledge and understanding(Hinchliffe and Jolly, 2011) Ramsgaard (2018). highlights the construction of an entrepreneurial identity through engagement in the processes of entrepreneurship programs.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Bell

2020

JSBED

101

View full text Add to dashboard Cite

PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Bell

2020

JSBED

101

View full text Add to dashboard Cite

show abstract

“…Hannon (2006) highlighted the importance of educators understanding how educational philosophies and theories inform the different pedagogies to achieve different educational objectives. This becomes challenging in entrepreneurship education, given the extensive and diverse objectives and pedagogical approaches from different learning activities (Ramsgaard 2018). Robinson et al (2016) highlighted the benefits of bringing together different learning theories, philosophies, and approaches in entrepreneurship education to support learner-centred approaches, which they argue, could encourage and develop entrepreneurial awareness.…”

Section: Introductionmentioning

confidence: 99%

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

Bell

2021

Entrep Educ

View full text Add to dashboard Cite

Entrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

show abstract

“…The social mission model is more effective for growing cognitive and psychomotor skills rather than conventional models. Hamburg (2015), Kitsantas (2013), Ramsgaard (2018), and Tyrie (2011) found that the learning model through practice can directly increase students' interest in learning something because students can observe and examine the reality in the field. Theoretically, Hidi & Harackiewicz (2000) determines that students who have an interest in what they want to learn will improve higher academic performance, and they will remember the material more in the long-term.…”

Section: Discussionmentioning

confidence: 99%

Can The Social Mission Model Improve the Students’ Interest?

Sholikah

Sutirman

Hermanto

2020

JPEB

View full text Add to dashboard Cite

This study aims to determine the effectiveness of entrepreneurship learning models based on social missions to advance entrepreneurial interest in vocational high school students. Experimental research use as a method, with 72 students participating in Class XII of SMK Negeri 1 Kudus. Data collection using questionnaires and learning outcomes. Data analysis using ANOVA and Scheffe test. The results showed that student learning outcomes with social mission learning models and conventional learning models have differences, where the social mission learning model is more useful to improve student learning outcomes and entrepreneurial interest. More than that, the social mission-based entrepreneurship learning model is needed in the curriculum. Entrepreneurship training through social mission will prepare students to become entrepreneurs, in addition to being more concerned about the environment and society. Future research needs to focus more on studying entrepreneurship learning curricula in vocational high schools. AbstrakPenelitian ini bertujuan mengetahui efektivitas model pembelajaran kewirausahaan berdasarkan misi sosial untuk memajukan minat kewirausahaan pada siswa sekolah menengah kejuruan. Penelitian eksperimen digunakan sebagai metode, dengan partisipan sebanyak 72 siswa Kelas XII SMK Negeri 1 Kudus. Pengumpulan data menggunakan kuesioner dan hasil belajar. Analisis data menggunakan ANOVA dan uji Scheffe. Hasil penelitian menunjukkan bahwa hasil belajar siswa dengan model pembelajaran social mission dan model pembelajaran konvensional memiliki perbedaan, di mana model pembelajaran social mission lebih efektif untuk meningkatkan hasil belajar dan minat berwirausaha siswa. Lebih dari itu, model pembelajaran kewirausahaan berbasis social mission sangat diperlukan dalam kurikulum. Pelatihan berwirausaha melalui social mission akan mempersiapkan siswa tertarik menjadi wirausaha, di samping lebih peduli terhadap lingkungan dan masyarakat. Penelitian yang akan datang, perlu lebih fokus mengkaji kurikulum pembelajaran kewirausahaan di SMK.

show abstract

Experiential Learning Philosophies of Enterprise and Entrepreneurship Education

Cited by 11 publications

References 50 publications

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

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

Can The Social Mission Model Improve the Students’ Interest?

Contact Info

Product

Resources

About