How to access the development of entrepreneurship education at university level: the case of Denmark

Moberg, Kåre; Vestergaard, Lene Vedel; Jørgensen, Christoffer Calov; Markussen, Elisabeth; Hakhverdyan, Sose

doi:10.4337/9781781007020.00027

Cited by 10 publications

(35 citation statements)

References 79 publications

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“…Consequently, "if a pedagogical intervention lets students learn to create value for other people (own group and lecturers excluded), it is indeed entrepreneurial education" [9]. Becoming entrepreneurial then means to be able to act upon opportunities and ideas and transform them into value for others, whereby that value can be financial, cultural or social [18]. Thus, entrepreneurship education in its more comprehensive meaning, which also forms the basis for the arguments put forth in this paper, encompasses the "content, methods and activities that support the development of motivation, skill and experience, which make it possible to be entrepreneurial, (which is) to manage and participate in valuecreating processes" [18].…”

Section: Definitions Of Entrepreneurship Educationmentioning

confidence: 99%

Bringing the Entrepreneurial Mindset into Mining Engineering Education

Sörensen

Mitra

Hulthén

et al. 2022

Mining, Metallurgy & Exploration

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There has been an ongoing debate on how to transform engineering education to better prepare students for today`s professional world that is characterized by increasingly complex problems and challenges that engineers are tasked with upon entering the industry. Within the conceive–design–implement–operate (CDIO) framework, entrepreneurship education presents a valuable pedagogical approach to foster the necessary skills of the students through integrated, hands-on, active learning experiences. While numerous publications have addressed possibilities of how experiential, problem-based, project-based and active learning can be integrated into engineering curriculum, there has been hardly any attention on mining engineering with respect to adopting this approach. This paper will address the possibilities of integrating entrepreneurship education into mining engineering programs in particular. This paper will enhance and foster discussion among academics from mining engineering on how to integrate elements of entrepreneurship education on a course, program and departmental level to infuse value creation experiences across the curriculum.

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Section: Definitions Of Entrepreneurship Educationmentioning

confidence: 99%

Bringing the Entrepreneurial Mindset into Mining Engineering Education

Sörensen

Mitra

Hulthén

et al. 2022

Mining, Metallurgy & Exploration

View full text Add to dashboard Cite

show abstract

“…From the outset, the authors were clear that an unambiguous definition of entrepreneurship was important to act as a keystone of programme development, encouraging consistency and continuity which would underpin the course design and development. This was drawn from a board literature (Bruyat and Julien 2001 ; Fayolle 2007 ; Sarasvathy and Venkataraman 2011 ; Lackéus 2016 ; Shane and Venkataraman 2007 ; Moberg et al 2012 ; QAA 2012 ) with the focus being on authors who had specifically addressed the action of venture creation, ideally in an educational context, and whose approaches (either practically or philosophically) were aligned to the goals for the programme (Fayolle 2007 ; Jones et al 2014 ; Lackéus 2016 ); as a result, entrepreneurship would be defined as follows:…”

Section: Our Approachmentioning

confidence: 99%

Value creation programmes: lessons from an early-stage implementation

Bozward

Rogers-Draycott

2020

Entrep Educ

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This paper explores the authors' efforts to design and deliver a Venture Creation Programme (VCP) at the University of Worcester between 2015 and 2017. The purpose of the paper is to present critical insights into the manner in which learning can be facilitated through VCPs using our own experiences as an example. The paper begins with a discussion of the authors' methodology before moving to a literature review addressing VCP's and related elements of entrepreneurial education best practice. It then shifts to a critical discussion of the authors' experiences based on insights, student and staff evaluations, and course data. In the process of conducting this review the authors found that good pedagogical design, in a VCP context, needs to focus on ensuring that academics promote constructive alignment between the curriculum that is 'taught', the teaching methods used, the learning environment chosen and the assessment procedures adopted. Only by minimising inconsistencies which link these factors will students' experiences of venture creation be fully engaging, promoting more effective, experiential and entrepreneurial development. This paper provides educators with an original and experiential insight into the design of a VCP programme and the pedagogical developments required for their successful implementation. There is considerable value herein for higher education institutions which want to design a new VCP, especially with reference to the curriculum design, experiential learning activities, types and methods of assessments and online learning environments for entrepreneurial students.

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“…La definizione di entrepreneurship da cui il modello prende le mosse, è quella suggerita dalla Danish Foundation for Entrepreneurship, che la descrive come «la capacità di agire sulle opportunità e le idee e trasformarle in valore per gli altri. Il valore creato può essere economico, sociale, culturale» (Moberg et al 2014). Per ciascuna delle quindici competenze vengono fornite le descrizioni dei comportamenti ad esse connessi.…”

Section: Introduzioneunclassified

Esercizi di ricerca

2022

Studies on Adult Learning and Education

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Can research today have a political and a transformative commitment? Can this become the engine of Welfare reforms at all levels and therefore a tool for social change? This collection addresses these and many other questions by collecting a wide variety of studies and research perspectives, while recounting the research paths of the Doctorate in Education and Psychology. The themes and configurations of this Program stands on one of the most promising tracks in the current transformation of Higher Education. Following the Ministerial Decree 226/2021, which has recognized the fundamental role played by PhD students in the building of an integrated Welfare, this volume shows how their work ties in with social needs and social concerns as well as it proposes efficient and effective solutions that are played out within different research fields.

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How to access the development of entrepreneurship education at university level: the case of Denmark

Cited by 10 publications

References 79 publications

Bringing the Entrepreneurial Mindset into Mining Engineering Education

Bringing the Entrepreneurial Mindset into Mining Engineering Education

Value creation programmes: lessons from an early-stage implementation

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