Personalizing Entrepreneurial Learning: A Pedagogy for Facilitating the Know Why

Middleton, Karen Williams; Donnellon, Anne

doi:10.1515/erj-2013-0040

Cited by 64 publications

(45 citation statements)

References 85 publications

(102 reference statements)

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“…Therefore, different perceptions about the effect of education and entrepreneurship are understandable [64]. Furthermore, the shift "from teaching entrepreneurship to learning entrepreneurship" [65] (p. 193) is important. This shift requires the individual action by means of developing "know why" (attitudes and intentions) and "know how" (tools and guidelines) [65], which both build the basics of the pre-step of knowledge generation on the marketplace, the nano dimension of perceptions [24].…”

Section: Discussionmentioning

confidence: 99%

“…Since those dropouts cannot really escape from the disadvantages of being a dropout on the labor market [66], the transformation towards entrepreneurial universities can be useful for reducing the number of dropouts by providing competencies associated with becoming an entrepreneur to entrepreneurially inclined students. Clearly, universities focused too much on the teaching about entrepreneurship rather than introducing to students the necessary skills of entrepreneurship [65].…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

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Entrepreneurial Intentions of Business and Economics Students in Germany and Cyprus: A Cross-Cultural Comparison

Kaya

Erkut

Thierbach³

2019

Sustainability

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The World Economic Forum in Davos suggested that promoting entrepreneurship could be a solution to the problem of youth employment, which is a serious issue with 75 million young people out of work around the world. The entrepreneurial decisions of young people are especially important in regions where economic opportunities are restricted and people choose to move from that region. Two of such regions are East Germany and Northern Cyprus. In this article, the authors are interested in analyzing entrepreneurial tendencies of business and economics students from Northern Cyprus and East Germany in order to provide context-specific knowledge. For this purpose, a survey was conducted at the Technische Universität Dresden and the Near East University with n = 293 participants in 2016. The results were analyzed by using a logistic regression analysis. The study includes with policy implications on the transformation towards entrepreneurial universities to meet the different needs of small and poor cities.

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Section: Discussionmentioning

confidence: 99%

Section: Conclusion and Limitationsmentioning

confidence: 99%

Entrepreneurial Intentions of Business and Economics Students in Germany and Cyprus: A Cross-Cultural Comparison

Kaya

Erkut

Thierbach³

2019

Sustainability

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“…They are also well trained in the use of scientific methodology and engineering science, based on their previous education. Historically, 15–20 per cent of the participants continue as entrepreneurs in the technology ventures initiated through the programme (Williams Middleton & Donnellon, ). A vast majority of the graduates engage professionally in technology‐based business development at start‐ups or in established firms (Berggren et al., ; Lundqvist, ).…”

Section: Methodsmentioning

confidence: 99%

Mindful Deviation through Combining Causation and Effectuation: A Design Theory‐Based Study of Technology Entrepreneurship

Agogué¹,

Lundqvist²,

Middleton³

2015

Creat Innov Manage

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Technology entrepreneurship can be seen as building upon, while also deviating from, technological paths. Such deviation has primarily been described as singular events where individuals with prior knowledge discover a new opportunity. In this article, we will instead study deviation as a process of collective decision making, seen more as something mindful than singular. The purpose is to explore mindful deviation as decision making by nascent technology entrepreneurs as they conceptualize an early platform technology. Based on case assignments undertaken by 13 teams in a venture creation programme, C-K design theory is used to trace how nascent technology entrepreneurs in action combine causal and effectual decisionmaking logics. Individually answered questionnaires also offered insights into how the entrepreneurs perceived their decision making in hindsight. The findings break with our received wisdom around how opportunities are recognized as well as how effectual and causal logics occur. As a result, mindful deviation through combinations of effectual and causal logic is suggested as a means to understand early-stage technology entrepreneurship.

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“…Although advancement in teaching techniques such as Lean Startup (Ries, 2011) has been introduced in entrepreneurship education, most course content is rather generic. Middleton and Donnellon (2014) object to this generic nature of entrepreneurship education claiming 'learning theory tells us that the knowledge for actually taking entrepreneurial action requires the engagement of the individual .....' (Middleton and Donnellon, 2014, p193). However, in order to 'engage the individual', course designers need to identify the pre-education beliefs of the individuals on entrepreneurship (Arennius and Minniti, 2005).…”

Section: Introductionmentioning

confidence: 99%

Separating the Biased Perceptions from Lack of Knowledge on Entrepreneurship Through a Diagnostic Instrument: LEDI

Kalayci

Çiğdemoğlu

2018

isarder

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Students of entrepreneurship either have 'biased perceptions' and/or they lack knowledge. The literature states that biased perceptions can have lasting effect even after the training (von Graevenitz, et.al, 2010). Lack of knowledge hinders the decision making of nascent entrepreneurs when they rely on personal opinions or past experiences as heuristics derived from small samples or non-random samples. Currently entrepreneurship education is not designed to address the impact of biased perceptions and lack of knowledge. There is a need to separate biased perceptions from 'lack of knowledge' so that entrepreneurship training could be implemented on a more tailored manner. It is the goal of this paper to devise such an instrument in the lean start up context which is a widely used model of entrepreneurship training. The proposed instrument is tested on a convenience-based sample composed of 212 people. Employment of a three-tiered instrument in this context is a first of its kind. Knowledge or lack of knowledge is checked in the first tier, relevant reasoning is assessed in the second and certainty is evaluated in the third tier.

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Personalizing Entrepreneurial Learning: A Pedagogy for Facilitating the Know Why

Abstract: As the global diffusion of entrepreneurship education continues, along with increasing investment in, and expectations of, educational initiatives, it has become important to articulate what we are teaching and why, along with the specifics of where, how, and to whom.

Cited by 64 publications

References 85 publications

Entrepreneurial Intentions of Business and Economics Students in Germany and Cyprus: A Cross-Cultural Comparison

Entrepreneurial Intentions of Business and Economics Students in Germany and Cyprus: A Cross-Cultural Comparison

Mindful Deviation through Combining Causation and Effectuation: A Design Theory‐Based Study of Technology Entrepreneurship

Separating the Biased Perceptions from Lack of Knowledge on Entrepreneurship Through a Diagnostic Instrument: LEDI

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