scholarly journals Am I a student and/or entrepreneur? Multiple identities in student entrepreneurship

2017 ◽  
Vol 59 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Suna Løwe Nielsen ◽  
William B. Gartner
Keyword(s):  
Entrepreneurship Education ◽  
Multiple Identities ◽  
Content Type ◽  
Student Entrepreneurship ◽  
Deterministic Systems ◽  
Multiple Identity ◽  
Conceptual Paper ◽  
The University ◽  
Support Students ◽  
Point Of Departure

Purpose The purpose of this paper is to study different aspects and tensional forces that play a role in the internal and contextual negotiation that takes place within students in the exploration of the possible identity of entrepreneur. It expands the knowledge of how the university context influences student entrepreneurial processes from a multiple identity perspective. The findings are related to discussions of entrepreneurship education. Design/methodology/approach A conceptual paper that presents a framework on student entrepreneurial identity sense making that is grounded in a multiple identity perspective. The framework is illustrated by ten narrative cases on student entrepreneurship. Findings The framework suggests four different ways students make sense of identity in the process of exploring the entrepreneurial identity along with their university studies. In this process students negotiate between the two identities of “student” and “entrepreneur”, both demanding in time, effort and commitment, and they in different manners struggle with balancing university belonging and entrepreneurial distinctiveness. Originality/value The framework serves as a point of departure for discussing the psychological processes and tensions associated with students’ entrepreneurial identity construction, and what it means to entrepreneurship education. It is suggested that universities to a higher degree have to view themselves as psychological institutional moratoriums and thus as platforms of identity explorations rather than deterministic systems preparing students for certain careers to support students in becoming entrepreneurs.

Student entrepreneurship ecosystems at Australian higher education institutions

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alex Maritz ◽  
Quan Nguyen ◽  
Sergey Ivanov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
University Student ◽  
Content Type ◽  
Student Entrepreneurship ◽  
Start Up ◽  
Entrepreneurship Ecosystems ◽  
Start Ups ◽  
The Impact

PurposeDespite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative emergent enquiry approach to explore best practice SEEs in Australia, complimented by narratives from leading scholars in higher education institutions with the aim of delineating the integrative components of SEEs.Design/methodology/approachAdopting the entrepreneurial ecosystem framework and aligned to the social cognitive theory, this paper explores the components and dynamics of SEEs, contributing to an understanding of how such components can better support the growth, sustainability and success of student start-ups. The authors extend entrepreneurship research on social construction using narrative research.FindingsThe findings provide guidelines for researchers, entrepreneurship scholars and educators, entrepreneurship students, policymakers and practitioners to enhance the impact and success of university student start-ups by adopting a student ecosystem approach.Research limitations/implicationsThe narratives represent a limited number of universities with an opportunity for further research to empirically measure the impact and outcomes of SEEs. The research is exploratory, inherently conceptual and emergent, providing an opportunity for validation of narrative frameworks in future studies.Practical implicationsThe findings may assist university managers to be more aware of their own subconscious preferences to student entrepreneurship and start-up initiatives, which may be useful in refining their impact and offerings regarding a quest toward the entrepreneurial university.Social implicationsFrom social perspectives, the alignment of the components of SEE has the ability to enhance and shift the entrepreneurial mindset of entrepreneurship students, notwithstanding enhancement of intentionality and self-efficacy.Originality/valueThis is the first study of SEEs in Australia, highlighting the importance of the integration of entrepreneurship education programs, entrepreneurship education ecosystems, the entrepreneurial university and specific start-up initiatives such as university accelerators. Furthermore, students may enhance their entrepreneurial mindset by actively engaging in such ecosystems.

scholarly journals International entrepreneurship education for pre-service teachers: a longitudinal study

2020 ◽  
Vol 62 (7/8) ◽  
pp. 825-841
Author(s):  
Arantza Arruti ◽  
Jessica Paños-Castro
Keyword(s):  
Personal Development ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Short Term ◽  
Language Competence ◽  
Content Type ◽  
Risk Takers ◽  
Current Characteristics ◽  
Definition Of ◽  
The University

PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

scholarly journals Value creation in entrepreneurial education: towards a unified approach

2020 ◽  
Vol 63 (1) ◽  
pp. 101-113
Author(s):  
Colin Jones ◽  
Kathryn Penaluna ◽  
Andy Penaluna
Keyword(s):  
Value Creation ◽  
Entrepreneurship Education ◽  
Competency Development ◽  
Unified Framework ◽  
Content Type ◽  
Current Thinking ◽  
Proposed Model ◽  
Authentic Development ◽  
Conceptual Paper ◽  
Practical Implications

PurposeThis paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy.Design/methodology/approachThis conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when.FindingsIn developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators.Practical implicationsThere are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection.Originality/valueThis paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.

Refining a subsidiary evolution framework: clarifying key concepts

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Johan Jakobsson ◽  
Katarina Lagerström ◽  
Roger Schweizer
Keyword(s):  
Dynamic Capabilities ◽  
Capability Development ◽  
Research Attention ◽  
Resource Based View ◽  
Content Type ◽  
Management Perspective ◽  
Conceptual Paper ◽  
Development Literature ◽  
Subsidiary Evolution ◽  
Point Of Departure

Purpose While the evolution of subsidiaries has received considerable research attention, the framework for understanding it has not evolved much since the late 1990s. The purpose of this paper is to add both clarity and depth to the work on the foundations for – as well as the processes of – capability creation and development as a subsidiary evolves. Design/methodology/approach This conceptual paper takes as its point of departure the micro-foundation literature, with a specific emphasis on the capability development literature. To describe capability creation and development, both the resource-based view and the resource management perspective are used here. Findings The paper adds a conceptual layer to the drivers of subsidiary evolution. To add further clarity regarding how capabilities are actually formed, the resources for capability creation and development are specified herein as entities, abilities and capacity. Arguments are also presented for why capabilities ought to be viewed as patterned behavior to decrease the terminological ambiguity surrounding the concept of capabilities. The process of capability creation and development with an emphasis on learning is brought forward. Further, capability typologies, in terms of substantive, managerial and dynamic capabilities, are presented to add specificity to the kinds of capabilities that are created and developed within a subsidiary. Originality/value Clarifying the concept of capability and how capabilities are formed by using advancements in the literature is important to add precision to the literature on the evolution of subsidiaries.

Finnish student teachers’ critical conceptions of entrepreneurship education

2015 ◽  
Vol 9 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Marja-Leena Rönkkö ◽  
Jaana Lepistö
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Basic Education ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Vital Role ◽  
Research Approach ◽  
Content Type ◽  
Teacher Education Department ◽  
The University

Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

Social entrepreneurship education: changemaker training at the university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abel García-González ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Social Entrepreneurship ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
The Body ◽  
Social Entrepreneur ◽  
Test Results ◽  
Content Type ◽  
Before And After ◽  
Post Test ◽  
The University

PurposeThis study aims to contribute to the body of scientific knowledge about teaching and promoting social entrepreneurship in higher education institutions (HEIs) based on a measurement before and after concluding an educational experience.Design/methodology/approachIt tests hypotheses to draw conclusions from analyzing the pre- and post-test results of three study cases with different training experiences, to know the characteristics of the 304 participants.FindingsThe study indicated that incorporating transversal social entrepreneurship projects in various courses resulted in students feeling more capable regarding their social entrepreneurship potential.Originality/valueThe study presents the analysis of social entrepreneur training in three different curricular study cases. The information obtained adds value to social entrepreneurship education research that takes social entrepreneurship beyond business schools.

Venture creation programs: bridging entrepreneurship education and technology transfer

2015 ◽  
Vol 57 (1) ◽  
pp. 48-73 ◽  
Author(s):  
Martin Lackéus ◽  
Karen Williams Middleton
Keyword(s):  
Technology Transfer ◽  
Real Life ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
Snowball Sampling ◽  
Content Type ◽  
University Environment ◽  
Education And Technology ◽  
The University

Purpose – The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach – Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings – The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications – A definition for “VCP” is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications – Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for “spin-through” of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value – This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

scholarly journals A signature pedagogy for entrepreneurship education

2019 ◽  
Vol 26 (2) ◽  
pp. 243-254 ◽  
Author(s):  
Colin Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Content Type ◽  
Signature Pedagogy ◽  
Minimalist Approach ◽  
New Thinking ◽  
Innovative Solution ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Increasing Demand

Purpose The purpose of this paper is to address the increasing demand for entrepreneurship education (EE) across all levels of education globally. Specifically, the need to identify a signature pedagogy for entrepreneurship that can be used in all teaching and learning contexts associated with all forms of EE. Design/methodology/approach This conceptual paper draws upon the seminal work of Lee Shulman to contemplate and propose a signature pedagogy for EE. Contemporary ideas from the scholarship of teaching and learning (SoTL) literature are also used to develop a sound pedagogical foundation for the approach advocated. Findings This paper proposes an innovative solution that addresses the challenge of defining what minimally speaking, is EE? The development of a signature pedagogy for EE provides clarity around the challenge of developing a standard minimalist approach to teaching entrepreneurship. Practical implications There are important implications that arise from this paper for all educators of entrepreneurship. Most importantly being that we can all share a SoTL regardless of the context of the author’s teaching. Originality/value This paper presents new thinking that has the potential to fundamentally reshape how we conceive the process of designing and delivering EE. Importantly, this paper contributes to the future development of SoTL in EE.

What is the potential for disrupting the university?

2017 ◽  
Vol 25 (3) ◽  
pp. 209-214
Author(s):  
Tom P. Abeles
Keyword(s):  
Knowledge Creation ◽  
Current System ◽  
Gradual Change ◽  
Current Form ◽  
Content Type ◽  
Information And Communication ◽  
Major Disruption ◽  
Major Transformation ◽  
Conceptual Paper ◽  
The University

Purpose After three centuries, the second major transformation from the original Bologna institution is changing, but theory-induced blindness is forcing a major disruption rather than a gradual change. This conceptual paper aims to identify the pressures and the needed restructuring occurring to both the physical campus and the embodiment of the function of the faculty and the institution. Design/methodology/approach The university in its current form is economically unsustainable. It is an impractical structure for creating new knowledge and for transmitting such knowledge. It needs to respond to changes in education, to demands of those seeking or underwriting the purpose and particularly to the advances in the areas of information and communication technology and artificial intelligence systems. Findings Education, pre-kindergarten through adult, is becoming continuous and seamless across time and knowledge creation and acquisition. Universities, with exceptions, cannot stand alone as creators and adjudicators of valid knowledge either within the current idea of education or separate from knowledge creation outside of academia. Originality/value Those individuals within academia have a significant investment in the current system. Like many in other industries, the changes are producing changes and stress that will take time to respond, particularly as those who are now entering already will have the prerequisite capabilities to adapt and accelerate the change.

Sign in / Sign up

Export Citation Format

Share Document