Under-researched domains in entrepreneurship and enterprise education: primary school, community colleges and vocational education and training programs

Liguori, Eric W.; Corbin, Rebecca; Lackéus, Martin; Solomon, Shelby J.

doi:10.1108/jsbed-04-2019-402

Cited by 41 publications

(40 citation statements)

References 38 publications

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“…A clear constructive alignment of the process can aid this. It has been highlighted that the context and educational setting affects the utility of pedagogical practices (Liguori et al , 2019). Reflection, for example, may be difficult for some learners at first but will usually improve over time.…”

Section: Discussionmentioning

confidence: 99%

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Bell

2020

JSBED

103

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PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

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Section: Discussionmentioning

confidence: 99%

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Bell

2020

JSBED

103

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“…Chinese education has previously been based on a predominantly objectivist view of knowledge, behaviourist transmission teaching methods drawn from empiricism in which the focus is the reproduction of knowledge passively transmitted by the instructor, and assessment through testing to achieve content mastery. The introduction of constructivist pedagogy demonstrates a clash between traditional and progressive pedagogy in China (Liguori et al 2019). Tan (2015) argues that Chinese culture influences classroom culture and tradition and affects the embedding of progressive pedagogy.…”

Section: Chinese Classroom Culturementioning

confidence: 99%

Adapting to constructivist approaches to entrepreneurship education in the Chinese classroom

Bell

2019

Studies in Higher Education

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Encouragement by the Chinese government for education to move from an emphasis on passive learning, rote memorisation and mechanical training towards the development and delivery of education using active, student-centred education approaches has resulted in tensions and challenges, one of which is the reaction of students previously used to traditional passive transmission learning. To study the challenges that Chinese students face when undertaking a constructivist experience-based entrepreneurship course focused on process rather than content, eight groups of business students at a Chinese university were tasked with developing projects which would add value to the university's international community. The qualitative research identified four key themes: a lack of familiarity with the constructivist learning process; group work and group dynamics; the linkage of taught content to practical activities; and the reflective process of learning in constructivist education. The findings and suggested remedies as to how these challenges can be minimized are discussed.

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“…Impactful studies are conducted by researchers to shed light on EE (Liguori et al, 2019). They aim to improve its quality of EE by identifying best practice in teaching methods (Balan and Metcalfe, 2012; Peltonen, 2015).…”

Section: Variables Measures Results and Discussionmentioning

confidence: 99%

Combining teaching “about” and “through” entrepreneurship: A practice to develop students’ entrepreneurial competencies

Chaker¹,

Jarraya

2021

Industry and Higher Education

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Many universities have incorporated entrepreneurship education into their programs. However, research and the practice show that this curriculum is taught in various ways, which the authors group into three themes: teaching about entrepreneurship, teaching for entrepreneurship, and teaching through entrepreneurship. Entrepreneurship educators face several challenges, especially the difficulties in defining the best way to teach entrepreneurship and the lack of evaluation of the chosen method’s effectiveness. This article focuses specifically on how entrepreneurship is taught at the Faculty of Economics and Management of Tunis and what effect it may have on the development of students’ entrepreneurial competencies. It attempts to support entrepreneurship educators by describing a pilot experience consisting of combining teaching about and through entrepreneurship and a conventional method that adopts just teaching about entrepreneurship. These descriptions may help to explore and uncover what happens in the classroom and aid teachers in choosing the appropriate practices to achieve their educational objectives. The article evaluates the two programs by comparing their effects on the development of students’ entrepreneurial competencies. The authors use a two-sample independent t-test to make the comparison, and the results indicate that the combined method is stronger overall than the conventional method.

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Under-researched domains in entrepreneurship and enterprise education: primary school, community colleges and vocational education and training programs

Cited by 41 publications

References 38 publications

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Adapting to constructivist approaches to entrepreneurship education in the Chinese classroom

Combining teaching “about” and “through” entrepreneurship: A practice to develop students’ entrepreneurial competencies

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