Problematising philosophical assumptions in EE's Invisible College

Abstract

PurposeThis paper seeks to energise discussion around philosophical assumptions in entrepreneurship education (EE). Far from being abstract considerations, this paper underscores that philosophical assumptions – which are embodied in research products and inherited from others – have practical implications.Design/methodology/approachThe study’s approach is to purposefully unsettle taken-for-granted assumptions implicit within 44 influential articles which have been said to reveal EE's Invisible College. The authors utilise three heuristic tools offered by problematisation – identifying paradigmatic assumptions, (re)conceptualising subject matter and making a reversal – to explore the implications of the meta-theoretical underpinnings of this body of work. The goal of this paper is not to find a definitive answer to the question “what is EE's underlying philosophy?” but rather ask, “what can we learn about philosophical assumptions by reconsidering this particular set of influential articles at a deep level?”FindingsWith some notable expectations, EE's Invisible College is a place where ideas about an external social reality accessible to the dispassionate researcher are implicitly accepted, where assumptions about the possibility of objective knowledge and the superiority of scientific methodology dominate and where functionalist research products reproduce the social status quo. Thus, whilst the EE research studied might appear diverse at a surface level (topics, research design, inter-disciplinary perspective), diversity is less apparent when considering the deeper, philosophical assumptions which underpin this body of work.Originality/valueRevealing assumptions which are embodied within research products may prompt critical thinking about the practical implications of research philosophies in the field of EE. In considering the implications of philosophical assumptions, a connection is made between problems that are observed at surface level – from lack of legitimacy, criticality and taken for grantedness of the field – to the deeper hidden system of ideas which lies beneath. Having highlighted potential problems of these deeper assumptions, the paper concludes by posing questions in relation to the type of research that is pursued and legitimised in the field of EE, the socialisation of researchers and the implications for criticality in the field. Such issues illustrate that, far from philosophical assumptions being an abstract or unimportant concern, they are highly practical and have the power to constrain or empower action and the social impact of research.

Hidden knowledge networks: Influence of invisible colleges on scientific research

“…No obstante, la conformación de estos colegios y su perdurabilidad no están asociadas exclusivamente a factores institucionales o evaluativos, sino que incluyen aspectos propios de la vida cotidiana que de alguna manera influencian el vínculo y la estructura social del grupo. En este sentido, factores motivacionales-afectivos, la pragmática de las relaciones y los beneficios que generan, la competitividad mejorada en campos complejos de conocimiento, entre otros similares, atraen a investigadores y permiten el intercambio de recursos que normalmente quedarían vetados o sujetos a evaluaciones demoradas por parte de autoridades académicas (Brentnall & Higgins, 2022;Noroña González et al, 2023;Quan-Haase et al, 2020).…”

Entrepreneurship educators: a configurational analysis of factors influencing pedagogical choices

“…, 2016; Neck et al. , 2014; Neck and Corbett, 2018; Pittaway and Cope, 2007), or discussion around the importance of philosophical assumptions in EE research (Brentnall and Higgins, 2022). However, the focus of such research is mainly on the teaching content and curriculum design (what), learning processes of students (whom) and the use of various teaching methods (how) (Gabrielsson et al.…”

“…Research in EE has risen dramatically over the past decade, with scores of studies examining curriculum and content, as well as student learning processes and outcomes (cf. Fayolle and Klandt, 2006;Gabrielsson et al, 2020;H€ agg and Gabrielsson, 2019;Kuratko and Hoskinson, 2014;Landstr€ om et al, 2022;Nabi et al, 2016;Neck et al, 2014;Neck and Corbett, 2018;Pittaway and Cope, 2007), or discussion around the importance of philosophical assumptions in EE research (Brentnall and Higgins, 2022). However, the focus of such research is mainly on the teaching content and curriculum design (what), learning processes of students (whom) and the use of various teaching methods (how) (Gabrielsson et al, 2020).…”

Theorising competitive enterprise education

“…Undertaking research methods training in my first year was particularly helpful in expanding my view of what was possible in research design and feeling empowered to blend methodologies and bridge between authors and perspectives to create research which serves the purpose of re-thinking the taken-for-granted in EE. I went on to develop my first-year philosophies essay into a collaborative paper about the importance of discerning deep beliefs and assumptions in research(Brentnall and Higgins, 2022). I felt empowered to bring my developing understanding of practicing research to life with the creation of a method -Generative Critical Conversation -with a colleague in the School of Education at the University of Huddersfield(Huntsley and Brentnall, 2021).…”