Focus point: the need for alternative insight into the entrepreneurial education paradigm

Higgins, David; Refai, Deema; Keita, Diene

doi:10.1080/08276331.2018.1466851

Cited by 13 publications

(17 citation statements)

References 89 publications

(63 reference statements)

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“…The Model includes methods of learning that have received little attention or have been neglected in entrepreneurial education at higher levels, such as reflection [57] or inspiration. Implementation of these methods might be facilitated or bolstered by learning coaches or business mentors and include, for example, immerse learning journeys to varied locations and settings [58] to strengthen an educational effort in deep learning.…”

Section: Implications For Educationmentioning

confidence: 99%

The New Progression Model of Entrepreneurial Education—Guideline for the Development of an Entrepreneurial University with a Sustainability Approach

Klucznik-Tӧrő

2021

Sustainability

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Entrepreneurship is becoming understood as a set of competencies needed for many professions and, as a result, requires to be integrated into higher education even in such seemingly distant areas as, e.g., public administration, sport, agriculture, tourism, etc. Therefore, there is a need for research-based guidance on how to introduce and develop entrepreneurial education as an enabling approach to the transition in higher education that could serve as an integral part of a paradigm shift towards an entrepreneurial university. This paper aims to support that transition and to address related challenges by the presentation of a new progression model, which provides guidelines for the development of courses at the tertiary level with an entrepreneurial university approach. The construction of the new applicable model is central to the purpose of this study and based on a systematized literature review. Additionally, the input–process–output–outcome framework, originally constructed for the evaluation of educational programs, was adapted to the incorporation of an overall framework into the new model. In the results, the paper redefines some of the relevant core terms, such as “entrepreneurial education” and its “progression model”. The research outcomes offer broad practical and theoretical applicability to a range of stakeholders—educators, students/learners, industry/business, policy makers, and researchers.

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Section: Implications For Educationmentioning

confidence: 99%

The New Progression Model of Entrepreneurial Education—Guideline for the Development of an Entrepreneurial University with a Sustainability Approach

Klucznik-Tӧrő

2021

Sustainability

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“…Prospective teachers should focus on becoming practical about entrepreneurial skills and ensure the integration of theory and practice into these educations. Moreover, these entrepreneurial programs should create conditions for prospective teachers through various channels to experience entrepreneurship from the real world (Higgins, Refai & Keita, 2018;Warhuus, Tanggaard, Robinson & Erno, 2017). In addition, it is essential that prospective teachers be connected to social channels, which include a large number of successful entrepreneurial examples out of campus (Cao & Lei, 2010;Pounder, 2016;Weiming, Chunyan & Xiaohua, 2016).…”

Section: The Entrepreneurship Education In Turkey and The Education Of The Prospective Teachers In This Contextmentioning

confidence: 99%

Identifying the prospective science teachers’ understanding towards entrepreneurial skills

Samanci

İnaltekin

Bilgin

2020

CJES

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The aim of this study is to examine the prospective science teachers’ understanding towards entrepreneurial skills. This study, which 146 prospective science teachers of 3rd grade at two state universities in Turkey have participated in, is carried out through the survey method. The data of the research are gathered with “Entrepreneurship Test (ET)”. The acquired data are analyzed by using the content analysis method. It is observed that the relation between entrepreneurship and economy is particularly explained with several characteristics by about one third of prospective teachers, whereas the vast majority of them are unable to establish this relation or give meaningless replies as a result of the research. However, it is found out that the great majority of the prospective teachers are able to explain upon the opportunities of entrepreneurship on the basis of the cultural structure of society. It is seen that very few prospective teachers emphasize on creativity and innovation important in regarding to using entrepreneurial skill. Nevertheless, it is observed that integration of the prospective teachers’ sense of entrepreneurship with technology is inadequate. In addition, it is understood that the vast number of the prospective teachers are incompetent about how they will be able to use the nature and environment when they put their opinions into practice (in the process of business establishment). Moreover, it is revealed that very few candidates are aware of performing the operations such as determining the business idea, making a preliminary assessment of the business idea and questioning the feasibility of the business idea. Furthermore, it is determined that almost all candidates do not have information about the process and content of preparing a business plan. These results show that the prospective science teachers’ understanding towards entrepreneurial skill is quite weak. Keywords: Science, the prospective teacher, the entrepreneurship skill.

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“…Neck and Corbett (2018) have encouraged the entrepreneurship education community to ask these questions by inviting us to delve into the intimacy of the entrepreneurship classroom, entrepreneurship educators' pedagogical reflections and the impacts these educators want to have on their students and institutions (Hannon, 2018; Higgins et al , 2019). To do so, they propose that the entrepreneurship education community joins the worldwide movement known as Scholarship of Teaching and Learning, a movement that prompts us as educators to research our own teaching methods and to make public how we apply educational theories through academic articles.…”

Section: Introductionmentioning

confidence: 99%

Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

Pépin

Audebrand

Tremblay

et al. 2021

JSBED

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PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

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Focus point: the need for alternative insight into the entrepreneurial education paradigm

Cited by 13 publications

References 89 publications

The New Progression Model of Entrepreneurial Education—Guideline for the Development of an Entrepreneurial University with a Sustainability Approach

The New Progression Model of Entrepreneurial Education—Guideline for the Development of an Entrepreneurial University with a Sustainability Approach

Identifying the prospective science teachers’ understanding towards entrepreneurial skills

Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

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