Practice-based entrepreneurship education using actionable theory

Preface: Teaching reason and the unreasonable

“…In terms of competencies, Morris and colleagues (2013b) have generated a set of 13 core entrepreneurial competencies, together with guidance in how to teach and measure progress on each of them (see also DeTienne and Chandler, 2004;Fiet, 2001). Finally, a large percent age (perhaps as much as 60 percent) of the education program should center on experiential learning, or what Neck et al (2014) label "deliberate practice." More than just case studies or business plans, the experiential dimension of education places students into their discomfort zones, forces them to think and act under conditions of ambiguity, introduces vexing obstacles, includes real elements of risk and rewards tenacity, adaptation and creative problem solving (see also Solomon et al, 2002).…”

An Evolving Entrepreneurship Simulation as a Vehicle for Career and Technical Education

“…The design of IVE's VE builds on action‐based entrepreneurship education that is rooted in a specific set of experiences (Neck & Greene, ; Neck, Greene, & Brush, ). It encompasses learning experiences that emulate high levels of uncertainty in the current economy, innovation, creativity, and entrepreneurship.…”

“…A VE simulation allows us to emulate actual entrepreneurial processes in a condensed, accelerated, yet realistic way. To illustrate how VE aligns with existing entrepreneurship processes, we examine how the application of a VE corresponds closely to the Five Practices of Entrepreneurship (adapted from the work of Neck & Greene, ; Neck et al., ).…”

“…Reflection also interacts with the other practices, thereby creating deeper understanding through experiential learning. The purpose of reflection is to encourage deeper learning, making connections and conclusions (Neck et al., ).…”

“…Now more than ever “our role as educators is to unleash the entrepreneurial spirit of our students, cultivate a mindset of practice, and build environments in which practice can occur. In turn, our students can lead more entrepreneurial lives because of their newly found basis for action, appreciation of learning through action and comfort with ambiguity” (Neck et al., , p. 323). Teaching entrepreneurship requires this type of approach both to engage students and motivate them as contributors to today's innovation economy.…”