Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK

Abstract

<jats:p> This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context. </jats:p>

A vállalkozásfejlesztés oktatásának vizsgálata a magyar felsőoktatásban

“…A válaszokon keresztül a kutatók elsősorban a kompetenciafejlesztés szemszögéből vizsgálták a vállalkozásfejlesztési mesterszakok jellemzőit. Hannon (2005), valamint Gilley és munkatársainak (2001) osztályozására építve, a kvalitatív kutatási eredmények segítségével megkíséreltük meghatározni, hogy napjainkban a vállalkozás mesterszintű oktatása milyen oktatási filozófia mentén működik Magyarországon.…”

“…egy ernyőfogalom, amely számos oktatási módszert foglal magába: a kutatásalapú tanulás, a problémaalapú tanulás, a projektalapú tanulás, az esetalapú tanítás, felfedező tanulás, just-in-time (éppen időben) oktatás (Maloney et al, 2013). Hannon (2005) ajánlása szerint a vállalkozásoktatást az oktatás alapelvei mentén lehetne kategorizálni:…”

A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education

“…Whilst entrepreneurship education advocates have developed philosophical underpinnings (e.g. Hannon, 2005), the linkage between philosophical thinking on experiential education and entrepreneurship education (and its outcomes) remains tenuous. It appears to be expected that experiential approaches will lead to effective learning, but the authors question if realistic and constructively aligned learner performance evaluation metrics are in place.…”

CreBiz.Eu: Criação de Um Modulo Laboratorial de Ensino do Empreendedorismo para os Média e as Indústrias Criativas

“…No cenário internacional traçado por fatores como a evolução da economia do conhecimento, a difusão do conceito de empreendedorismo e de programas para o seu fomento (Hannon, 2005), o crescimento do peso económico do setor das indústrias criativas (Sacco, 2011), a mudança no paradigma do jornalismo na Era Digital (Harper, 2005), os programas de incentivo à mobilidade de estudantes do ensino universitário, a condição de precariedade no trabalho intelectual, surge a urgência de refletir sobre curricula e ferramentas das instituições universitárias no percurso de formação dos jovens; de questionar à possibilidade de criar novos modelos de ensino multidisciplinares e prontos a dialogar com as expectativas dos estudantes, os interesses científicos, as necessidades das empresas e com a inovação tecnológica; de articular a componente teórica com o desenvolvimento de capacidades práticas e competências profissionais.…”