Towards an Entrepreneurial Mindset: Empowering Learners in an Open Laboratory

Thestrup, Klaus; Robinson, Sarah

doi:10.1108/s2051-229520160000002008

Cited by 13 publications

(8 citation statements)

References 10 publications

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“…Culture is a transcending theme across national culture at Entrepreneurship education the macro level, institutional culture at the meso level and individual culture at the micro level. A relatively new context element recognized on all levels is digitalization (Thestrup and Robinson, 2016).…”

Section: Cross-level Observationsmentioning

confidence: 99%

“…Globalization and technical development trends are mentioned as macro-level context elements that influence entrepreneurship education. Arokiasamy (2012) investigates globalization trends as mediated through government policy, and Thestrup and Robinson (2016) showcase how advances in digitalization enable a new global connectivity and scaffolding methods transcending all levels of context.…”

Section: Entrepreneurship Educationmentioning

confidence: 99%

“…The micro contextual setting is addressed as a learning space (Haddad et al, 2016) but it also includes online opportunities, such as educating through blended learning (Chauhan and Das, 2016;Haddad et al, 2016;Thestrup and Robinson, 2016). The final context element drawn from the literature at the micro level is content (of courses, syllabus/curriculum).…”

Section: Micro Levelmentioning

confidence: 99%

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Conceptualizing context in entrepreneurship education: a literature review

Thomassen

Middleton

Ramsgaard³

et al. 2019

IJEBR

110

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Purpose -Context impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is to review the entrepreneurship education literature to understand how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education. Design/methodology/approach -A systematic literature review is undertaken to explore context in entrepreneurship education literature. Context entrepreneurship education yielded 239 items. After refinement, 232 entrepreneurship education associated publications were reviewed by the team of authors. Using selection criteria, 26 prioritized publications were analyzed and categorized according to a theoretical framework. Findings -Context has been addressed both conceptually and empirically, quantitatively and qualitatively, and can be categorized across three sociological phenomena levelsmicro, meso and macro. Within these levels, more specific context elements emerge from the entrepreneurship education literature. The findings assert that while context is highly influential in relation to entrepreneurship education, it is arbitrarily described, and holds a variety of documented and diffuse elements. Educators have a limited span of control in relation to context elements, however, for the most parts elements can be adapted to or designed with. Finally, due to the influence of context it is difficult to identify a universal best practice of entrepreneurship education because there simply is no ceteris paribus. Research limitations/implications -Contextual elements which emerged from the literature consider various subjects, spaces, structures and networks. Context is complex and has had limited treatment in entrepreneurship education literature, thus additional analysis and experimentation is necessary. Practical implications -Context shapes understanding and influences learning. Addressing entrepreneurship education across three levelsmicro, meso and macroand through four framing questionswho, what, where and whenguides educators in how context influences and can be used when designing education. Originality/value -The paper gives new insight into how context is addressed in entrepreneurship education literature, and how this can influence educational design.

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Section: Cross-level Observationsmentioning

confidence: 99%

Section: Entrepreneurship Educationmentioning

confidence: 99%

Section: Micro Levelmentioning

confidence: 99%

See 1 more Smart Citation

Conceptualizing context in entrepreneurship education: a literature review

Thomassen

Middleton

Ramsgaard³

et al. 2019

IJEBR

110

View full text Add to dashboard Cite

show abstract

“…The final and daring suggestion is to think the way the experimenting community works and communicates as an Open Laboratory (Thestrup, 2013; Thestrup and Robinson, 2016). This openness covers at least three areas.…”

Section: Further Development Of the Flexible Meeting Placementioning

confidence: 99%

The flexible meeting place: Connecting schools through networked learning

Gislev

Thestrup

Elving

2020

Global Studies of Childhood

Self Cite

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We will present a framework for establishing distance education in schools by combining Networked Learning and media ecologies seen as both environments and as relations between media. Our model for such a framework is called The Flexible Meeting Place and can be used in schools that lack teachers in certain subjects, and also in schools that want to extend their teaching to other schools in the world around them. The school can become an arena, where children as part of their schooling start to communicate globally. The study is rounded in the project Assisted Distance Teaching in Primary Schools (Forsøg Med Assisteret Fjernundervisning i folkeskolen: ASSIST, 2018) that developed tools to ensure appropriate vocational levels in school classes where there was a lack of teachers educated in the specific subject. This project involved 12 Danish schools, with 2 partner schools in Kenya and Greenland. The focus was on the development of pedagogical methods and technical experimentation. In Assisted Distance Teaching in Primary Schools, the thesis was that a teacher who knew about either the subject, the pedagogy or the technology could support a teaching assistant through a digital mediated connection. It turned out that everybody involved, teachers, children and citizens, began to collaborate through network mediated by online app, tools and services and adapt to the circumstances according to their actual knowledge and to develop new knowledge in collaboration. Based on the above, we will present a pedagogical model with a number of challenges and questions that suggests ways to establishing networked learning through a networked school. The theoretical framework, the model and the reflections around it are meant to support the further development of processes, a preschool teacher or teacher in a school can organise together with the children in her or his class. It is an attempt to push school systems into becoming networked and giving children the opportunity to act locally and globally. This development of schools are supported by an organisation like World Economic Forum, who in their recommendations for a future school system, talks about global citizenship, learning using digital technologies and even make education possible without one having to have access to school buildings.

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“…In the open laboratory it can be difficult and unnecessary to limit the laboratory to one particular space defined in advance since all actual rooms and places can be named laboratories. Any space and any place can be named a laboratory and one can even say that the laboratory is a function, which can be activated whenever and wherever you may wish in an experimenting pedagogy (Robinson & Thestrup 2016;Thestrup & Robinson 2016). The laboratory can both in principle and in practice be an empty room, one fills out with experiments.…”

Section: The Open Laboratory: Narratives Constructionmentioning

confidence: 99%

We do the same, but it is different. The open laboratory & play culture

Thestrup

2018

BUKS

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This article outlines a certain research field and a pedagogical area around digital media, play and pedagogy in a globalized media- & knowledge society. I sketch out both some results and some new challenges based on closed, recent and ongoing activities, development and research using digital media together with children in different pedagogical settings. The methods to find ways to use technologies and narratives have always been based on concrete experiments inside the pedagogical settings. No matter the context I as a researcher stepped into the actual situation and co-created play, experiments, questions, processes and results. Over the years I have discussed one pedagogical principle for the processes I have used: the open laboratory. This open laboratory covers pedagogical methods where all media and all materials can be combined in processes, where children and pedagogues play and experiment.

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Towards an Entrepreneurial Mindset: Empowering Learners in an Open Laboratory

Cited by 13 publications

References 10 publications

Conceptualizing context in entrepreneurship education: a literature review

Conceptualizing context in entrepreneurship education: a literature review

The flexible meeting place: Connecting schools through networked learning

We do the same, but it is different. The open laboratory & play culture

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