Learning to make sense: what works in entrepreneurial education?

Higgins, David; Elliott, Chris

doi:10.1108/03090591111128324

Cited by 78 publications

(54 citation statements)

References 122 publications

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“…The entrepreneur, through their practice, can be viewed as bringing together experience, expertise in their own practice, and to a degree formal learnt knowledge as they attempt to solve and overcome the issues they encounter in practice, (Duch et al, 2001;Tenenbaum et al, 2001;Hytti and O'Gorman, 2004). Experiential learning is not simply the connecting of learning to real life situations in a classroom/training environment, it extends to a much deeper cognitive learning experience where learning is held as reflexive, (Brennan, 2005;Ramsey, 2005;Higgins and Aspinall, 2011;Higgins and Elliott, 2011).…”

Section: Coping With Concepts Of Experience/inquirymentioning

confidence: 99%

Entrepreneurial Education: Reflexive Approaches to Entrepreneurial Learning in Practice

Higgins

Smith

Mirza

2013

The Journal of Entrepreneurship

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Even though entrepreneurial education is quite a new phenomenon in higher education, as a field of inquiry it is one of the most rapidly growing areas of research However there is a wide spread consensus that traditional pedagogical methods of learning alone are insufficient to adequately develop entrepreneurs to deal with the complexities of running and creating innovating business opportunities. There is a wide spread consensus that traditional pedagogical "instructional methods" alone are insufficient to adequately develop entrepreneurs to deal with the complexities of running and creating business opportunities. As a consequence there is a growing need to cultivate innovative ways of thinking and new modes of pedagogy to fully enhance and develop entrepreneurial approaches to education and learning. It is argued that traditional approaches to entrepreneurial education tend to ignore, and not address, the ambiguities and uncertainties which surround the entrepreneurial process. The historical pre-occupation with an individualistic approach to entrepreneurial learning has continued to marginalise and de-value the broader social context in which the entrepreneur functions, (Goss, 2005). Current writing on entrepreneurial learning has shifted attention towards "learning for" as opposed to "learning about" entrepreneurship. The authors adopt a social constructionist perspective which draws recognition to the importance of inter-subjective knowledge exchange as a means of developing entrepreneurial learning. While there are numerous approaches to a social constructionist paradigm, the critical features of the perspective provide the manner by which "we" come to experience the social world. The approach suggests towards developing a pedagogical approach which explores the social processes that constitute entrepreneurial undertakings and thus shifts the focus away from the traditional positivist approaches to entrepreneurial learning. The paper seeks to contribute to a growing need to cultivate innovating ways of thinking, diverse skills and new modes of behaviour to fully enhance and develop entrepreneurial approaches to education. The paper sets out to address this problem by examining the role reflexivity can play in entrepreneurial education, as a method of critiquing what it means to practice as an entrepreneur.

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Section: Coping With Concepts Of Experience/inquirymentioning

confidence: 99%

Entrepreneurial Education: Reflexive Approaches to Entrepreneurial Learning in Practice

Higgins

Smith

Mirza

2013

The Journal of Entrepreneurship

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“…Dessa studier utgår i huvudsak ifrån företagsekonomi (Landström, 1999). Viss forskning om entreprenörskap i samband med utbildning fokuserar på utvecklandet av entreprenörskap på universitetsnivå (Gustavsson, 2004;Johannisson, Landström & Rosenberg, 2007;Klofsten, 2000;) och på hur entreprenörer lär sig entreprenörskap (Harris, 1995;Higgins & Elliott, 2011;Cope & Watts, 2000;Shacklock, et al, 2000).…”

Section: Entreprenörskapsforskningunclassified

“…Flera studier fokuserar på själva genomförandet av entreprenörskap i skolan (Berglund & Holmgren, 2007;Cope & Watts 2000;Erkkilä, 2000;Harris, 1995;Higgins & Elliott, 2011;Hill & Letich, 2005;Johannisson, Madsén & Wallentin, 2000;Karlsson, 2009;Leffler, 2005;Leffler, 2006;Leffler, 2009;Leffler & Svedberg, 2005;Leffler & Svedberg 2007;Sagar, 2014;Shacklock, 2000, et al). En mängd av denna tidigare forskning om entreprenörskap i skolan fokuserar på hur entreprenörer lär sig entreprenörskap (Cope & Watts, 2000;Harris, 1995;Higgins & Elliott, 201;Shacklock, 2000, et al).…”

Section: Genomförandet Av Entreprenörskap I Skolanunclassified

“…En mängd forskning om entreprenörskap i skolan belyser framförallt hur undervisningen i företagsamhet på entreprenörskapsutbildningar bedrivs (Cope & Watts, 2000;Harris, 1995;Higgins & Elliott, 2011;Shacklock, 2000, et al). Harris (1995) har uppmärksammat att det är lärarna som styr eleverna i deras arbete vid undervisning i entreprenörskap.…”

Section: Sammanfattningunclassified

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Entreprenörskap i skolan : Formulering och transformering av GY11 inom gymnasieskolans hantverksprogram

Wallin

2014

LiU-PEK-R

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“…2017 | E-ISSN: países e culturas (KURATKO, 2005;FAYOLLE, 2007;FAYOLLE, 2010;LOPES, 2010). As pesquisas atuais enfocam a relevância de abordagens baseadas na ação, na experiência e na prática (GIELNIK et al, 2015;HIGGINS;ELLIOTT, 2011;NECK;GREENE;BRUSH, 2014), no intuito de produzirem uma pedagogia menos "passiva" (na qual os estudantes são situados na condição de espectadores passivos da aprendizagem), criando condições de tornar os estudantes participantes ativos e comprometidos (HIGGINS; ELLIOTT, 2011). Entretanto, constatou-se que as pesquisas são muito focadas no nível universitário de ensino do empreendedorismo e que desconsideram as especificidades do empreendedorismo voltado para as atividades da economia criativa (HENRY; BRUIN, 2011;FERREIRA, 2014;REIS, 2008).…”

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Identidade, arte e gestão em prol do empreendedorismo cultural: sarau empreendedor como tecnologia social

Campos¹,

Davel

2017

Race

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Resumo A capacitação de jovens artistas em empreendedores culturais, especialmente no contexto de comunidades periféricas, é uma importante ação para o desenvolvimento tanto dos jovens quanto de territórios potencialmente criativos. No entanto, o empreendedorismo cultural não aparece com frequência no currículo das escolas e as pedagogias de ensino-aprendizagem nem sempre atraem o interesse das novas gerações. Carece-se de pesquisas e propostas práticas sobre o ensino do empreendedorismo cultural nesse contexto. Neste artigo propõe-se uma tecnologia social – “sarau empreendedor”, voltada para um saber prático que possa ser mobilizado em comunidades para fomentar e desenvolver as forças empreendedoras locais no campo da cultura e das artes. O empreendedorismo cultural inclui atividades constituídas a partir da identidade territorial, da coletividade e dos seus impactos socioculturais positivos. Os resultados desta pesquisa contribuem para as pesquisas em ensino-aprendizagem do empreendedorismo cultural, ao proporem uma tecnologia social com potencial de impacto prático no desenvolvimento dos territórios criativos.Palavras-chave: Empreendedorismo cultural. Sarau empreendedor. Pedagogia artística. Identidade territorial. Tecnologia social. Abstract The education of young artists into cultural entrepreneurs, especially in the context of peripheral communities, is an important action for the development of both young people and potentially creative territories. However, the issue of cultural entrepreneurship does not appear in the curriculum of schools and the prevalent teaching pedagogies are not always attractive to young interests. We lack research and practical proposals on cultural entrepreneurship teaching in such a context. This article proposes a social technology – “entrepreneurial gathering”, oriented to a practical knowledge that may be mobilized by communities in order to promote and develop local entrepreneurial forces in the field of culture and arts. Cultural entrepreneurship includes activities shaped from territorial identity, collectivity and its positive sociocultural impacts. The research results contribute to studies on teaching cultural entrepreneurship as it proposes a social technology with potential for practice-based impact in the development of creative territories. Keywords: Cultural entrepreneurship. Entrepreneurial gathering. Artistic pedagogy. Cultural identity. Social technology.

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Learning to make sense: what works in entrepreneurial education?

Cited by 78 publications

References 122 publications

Entrepreneurial Education: Reflexive Approaches to Entrepreneurial Learning in Practice

Entrepreneurial Education: Reflexive Approaches to Entrepreneurial Learning in Practice

Entreprenörskap i skolan : Formulering och transformering av GY11 inom gymnasieskolans hantverksprogram

Identidade, arte e gestão em prol do empreendedorismo cultural: sarau empreendedor como tecnologia social

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