Reconstruct creative destruction knowledge through creative disruption

Abstract

Purpose -With internet technology, knowledge acquisition surpasses the confinement of the university's campus or syllabus. Concurrently, an entrepreneurship programme has recently been offered to students, positioning universities as an experimental ground for the breeding of entrepreneurs. Thus, this paper seeks to evaluate the effect of entrepreneurship education syllabi empowered with current information communication technology (ICT) exposure towards students' entrepreneurial self-efficacy together with social norms and their entrepreneurial intention; and whether this latest development lives up to stakeholders' expectations.Design/methodology/approach -Data were collected through a census survey of entrepreneurship students at four MSC-Status universities that offer entrepreneurship degree programmes. Quantitative analyses such as regression were performed.Findings -Specialised entrepreneurship education with ICT exposure significantly affects a student's entrepreneurial self-efficacy. However social norms were found to be a poor predictor towards entrepreneurial intention, explaining the diminished level of influence lecturers had upon their students' behaviour.Research limitations/implications -This study focuses on a group of entrepreneurship students who are exposed to ICT applications at that stipulated time, and as such, the findings cannot be generalised as technology evolves rapidly. The findings are also limited to only entrepreneurial intention and demonstrate the outcome in Malaysia's higher education industry.Practical implications -The two direct stakeholders i.e. the university's management and lecturers, may need to reconstruct their respective initiatives by introducing ''creative disruption'' philosophies, policies and pedagogies to facilitate the ''creative destruction'' mode of education into realising its full potential.Originality/value -This paper provides an insight into challenges that universities face in delivering distinctive knowledge consisting of theories and practices. Together, they require constructive and radical yet practical initiatives.

Unsettling Entrepreneurship by Teaching Dark Side Theories

“…3 Some in research and popular media have retermed creative destruction as creative disruption (e.g., Nizam Zainuddin et al., 2012), likely because calling individuals disruptors is more appealing than destroyers.…”