From entrepreneurship to entrepreneuring

Jansson, Hanna; Lek, Madelen; McGrath, Cormac

doi:10.4324/9781315447599-5

Cited by 4 publications

(3 citation statements)

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“…Changing a status quo is also what Jansson et al (2018) set out to do. In their case, healthcare students are invited to bring to the classroom their experiences of the “small problems” that need to be solved in their everyday work to understand how innovation within the public sector could emerge from the small adjustments of and in work processes.…”

Section: Deconstructing In Eementioning

confidence: 99%

“…Something similar is proposed by Johansson and Rosell (2012), who anchor their course in students’ life experiences to foster a critical reflexivity with the purpose to shape an understanding of entrepreneurship as a societal force. Jansson et al (2018) invite students to work on projects to transform healthcare by focussing on details of everyday life to solve problems of practicing healthcare in a qualitatively better way, rather than developing a new “business opportunity” that could serve to conquer a market.…”

Section: Reconstructing In Eementioning

confidence: 99%

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Pedagogical invention in entrepreneurship education

Verduyn

Berglund²

2019

IJEBR

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Purpose Following the example of the critical management education tradition, the purpose of this paper is to argue whether we should keep EE vital by disturbing it, in particular by interrogating that which has seemingly become “untouchable” from interrogation. Design/methodology/approach This paper takes inspiration from Paolo Freire’s work by proposing a pedagogical approach to entrepreneurship education which builds on an iterative and interactive process, oscillating between deconstructing and reconstructing entrepreneurship, creating space for invention in the classroom. The paper provides exemplary contributions in developing suggestions as to ways forward. Findings The ways forward being proposed in this paper include entrepreneurship educators engaging students as co-learners, and evoking their curiosity to pose new questions about the phenomenon; “grounding” students in their own creativity and supporting them to build the confidence needed to develop alternative understandings of how entrepreneurship can function – for themselves, in their future organizations and for society as a whole; and challenging our own teaching positions, and adopting a pedagogical process of invention, stimulating curiosity, co-creation, thought-provoking questions and entrepreneurial action. Originality/value This paper provides ways forward in keeping EE “fresh”, by sketching how we need to teach about entrepreneurship, adopting the critical insights emerging in the field. The paper argues how we do not only need other models and approaches to understand entrepreneurship, but also to understand learning and education.

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Section: Deconstructing In Eementioning

confidence: 99%

Section: Reconstructing In Eementioning

confidence: 99%

Pedagogical invention in entrepreneurship education

Verduyn

Berglund²

2019

IJEBR

View full text Add to dashboard Cite

show abstract

“…In our teaching practice, where entrepreneurship is frequently seen as being associated with starting a business, and we have run into this perspective on entrepreneurship numerous times. Others believe that entrepreneurship education fits into a broader definition of entrepreneurship and is an activity that focuses on creativity and the growth of one's own practice rather than necessarily creating a new firm [1]. Over the past two decades, entrepreneurship has perhaps become the most powerful economic force the world has ever known.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Entrepreneurial Education on Post Graduate Students of Healthcare Management

Anwar

Azhar

Gul

2022

AIR

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The goal of Entrepreneurship education (EE) is to provide students the information, abilities, and drive they need to support entrepreneurial success in a variety of contexts. All levels of education, from elementary or secondary schools to graduate university programmes, provide various forms of entrepreneurial education. For healthcare professionals to gain resources, enhance their potential for creativity and inventive personalities, and provide multi-level learning channels for entrepreneurs by fusing various knowledge and value systems, entrepreneurship education is essential. The aim of this review article is to evaluate the influence of entrepreneurial education on post-grad students, this study also seeks to clarify how well postgraduate students' expectations and incentives are met by entrepreneurship education. A literature search was done using key words related to entrepreneurship education, its influence on post graduate students of healthcare management conducted by various case reports, cohort and observational studies through authentic search engines like; PubMed, Google Scholar, Research gate, RCT and meta-analysis. Entrepreneurship education has a positive impact on individuals' entrepreneurial self-efficacy, attitude, and mentality. Moreover, entrepreneurial attitude is crucial in modulating the effects of self-efficacy and entrepreneurship education on students' entrepreneurial mindsets. People who get entrepreneurial education and training have the self-confidence, knowledge, and abilities to seize business opportunities. Entrepreneurial education teaches students how to recognize opportunities, commercialize, ideas, manage resources, and start their own businesses. The students frequently adopt new abilities and begin to think strategically after taking the EE course.

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Role of Inclusive Entrepreneurship Educators: An Actor Network Theory Perspective

Eid,

Akella

2024

Journal of Management Education

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This paper integrates our autoethnographic narratives as entrepreneurship educators affiliated with higher education institutions located in different parts of the world with the theoretical concepts of Actor-Network Theory (ANT). We provide insights on how educators’ identities are constructed and how these identities can inspire curriculum and pedagogical interventions that transform marginalized entrepreneurship students into inclusive entrepreneurs, capable of handling political oppression, racial and ethnic discrimination, stress, and the inequities existing within society. Empirical analysis utilizing Callon’s model of translation comprising of four phases: problematization; interessement, enrollment, and mobilization, reveals that educators enact four roles encompassing: (1) Critical Educators; (2) Devil’s Advocates; ( 3) Critical Investigators; and ( 4) Pedagogy Shapers while engaging with their respective academic networks. The identities of educators are not distinct nor isolated outcomes. Instead, their epistemological, ontological, pedagogical, and axiological underpinnings are shaped by the networks with which they engage with over the duration of their career spans. The educators enact roles which possess the power to remedy existing inadequacies within the existing entrepreneurship curriculum making it more pluralistic, pragmatic, and comprehensive.

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From entrepreneurship to entrepreneuring

Cited by 4 publications

References 1 publication

Pedagogical invention in entrepreneurship education

Pedagogical invention in entrepreneurship education

The Influence of Entrepreneurial Education on Post Graduate Students of Healthcare Management

Role of Inclusive Entrepreneurship Educators: An Actor Network Theory Perspective

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