Extracurricular Activities for Entrepreneurial Learning: A Typology Based on Learning Theories

Abstract

Extracurricular activities are increasingly being recognized for developing practical skills among entrepreneurial learners and connecting entrepreneurship curricula with real life. They offer socially situated learning experiences that can be cognitively stimulating and elicit reflective practices. However, the theoretical and pedagogical underpinnings of extracurricular activities in entrepreneurship are still in early stages, with their contribution towards entrepreneurship education requiring more empirical support. Moreover, current entrepreneurship pedagogies lack a much-needed integration of ecosystem actors’ inputs, who posses specific expertise with regards to extracurricular entrepreneurial activities. To address these issues, this study gathered the views of entrepreneurship mentors, consultants, and investors on the extracurricular activities that can be deployed to improve the skills of entrepreneurial learners, through conducting 22 in-depth interviews with experts from 13 countries across the world. We analyzed the results through a hybrid, inductive and deductive, approach. The experts recommended 34 extracurricular activities, that were discursively mapped against relevant learning theories: cognitive, experiential, social, situated, and existential. The study adds to the limited theoretical discussion on the origins of extracurricular activities and paves the way for theoretical evaluations in entrepreneurship education. It can aid educators in effectively integrating extracurricular activities in their curricula to better develop students’ entrepreneurial competences.