Educational approaches to entrepreneurship in higher education

2017 ◽  
Vol 59 (7/8) ◽  
pp. 751-767 ◽  
Author(s):  
Magnus Hoppe ◽  
Mats Westerberg ◽  
Eva Leffler
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Common Ground ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Content Type ◽  
Practical Experiences ◽  
Business Engineering ◽  
Productive Discussion

Purpose The purpose of this paper is to present and develop models of educational approaches to entrepreneurship that can provide complementary analytical structures to better study, enact and reflect upon the role of entrepreneurship in higher education. Design/methodology/approach A general framework for entrepreneurship education is developed by using theory as well as practical experiences from the fields of business, engineering and pedagogy. The paper is mainly conceptual where the unfolding Swedish practice is used as contextual backdrop. Findings The FOR/IN/THROUGH/ABOUT (FITA) taxonomy is presented and used to develop three models of how to approach entrepreneurship in higher education depending on purpose. As there exists a didactical divide between entrepreneurial education for business and entrepreneurial approach to teaching and learning, educators and researchers ought to let their specific context influence the adoption of the taxonomy as well as the presented models. Research limitations/implications The differentiations suggested by the presented models can be used to both structure the designs and limit claims of future research. More heuristic research is called for. Practical implications The use of FITA in the designing of entrepreneurship education offers new opportunities for enhancing complementary student learning in higher education. Social implications The study suggests that any political or scholarly initiative must acknowledge the diversity of entrepreneurship education and chose different approaches depending on what is to be achieved. Originality/value The multidisciplinary approach has made it possible to present and create models that denote a common ground for a productive discussion on how to better understand and make use of entrepreneurship in higher education.

Role ambiguity in entrepreneurship education: expectation gaps between educators and students in venture creation courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aki Harima ◽  
Agnieszka Kroczak ◽  
Martina Repnik
Keyword(s):  
Higher Education ◽  
Role Ambiguity ◽  
Role Theory ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
Student Centered ◽  
Content Type ◽  
Practical Implications

PurposeThis study aims to explore expectation gaps concerning the roles between educators and students in the context of venture creation courses at higher education institutions by investigating their mutual perspectives. The authors seek to answer the following research questions: (1) how is the role expectation toward the entrepreneurship education of teachers different from that of students and (2) what are the consequences of these expectation gaps in entrepreneurship education?Design/methodology/approachThis study applies an explorative qualitative approach. As the research setting, the authors selected an entrepreneurship education course for advanced management students at a German public university. The authors conducted in-depth interviews with both educators and students to examine how role ambiguity emerges in venture creation courses.FindingsThis study identified discrepancies between educators and students in their fundamental assumptions regarding the role of educators and students. Such discrepancies are the autonomy-level assumption gap, capacity assumption gap and learning outcomes expectation gap. Based on the findings, this study develops a framework of expectation gaps between educators and students as sources for role ambiguity in entrepreneurship education by extending the role episode model developed in role theory.Research limitations/implicationsThe findings contribute to the extant literature on entrepreneurship education in several ways. First, this study reveals that students in venture creation programs can encounter role ambiguity due to differing expectations about their role between educators and students, which can negatively affect the students' perception of their learning outcome. Second, this study discovered that the possible discrepancies regarding the fundamental assumptions about the role of educators and students pose a challenge to educators. Third, the findings illuminate the importance of understanding the complex identity of students in the context of student-centered entrepreneurship education.Practical implicationsThis study offers several practical implications for entrepreneurship educators in higher education institutions. First, this study reveals the confusion among students concerning their role in entrepreneurship education. As such, it is recommended that educators explain to students the purpose of the student-centered pedagogical approach and the expected role of students in acting as independent entrepreneurial agents. Second, while student-centered entrepreneurship education is based on the fundamental assumption that students are motivated to develop their own startup projects, educators must consider the nature of students' motivation and their overall student-life situation. Finally, this study demonstrates the importance of creating an active feedback loop so that entrepreneurship teachers can be aware of such perceptional gaps between educators and students and understand the sources of these gaps.Originality/valueWhile the extant literature indicates the existence of perceptual gaps between educators and students in the context of entrepreneurship education, how these gaps emerge and influence the outcome of entrepreneurship education remained unclear. One critical reason for the under-investigation of this issue was that existing studies predominantly emphasize the educators' perspectives, although such expectation gaps can only emerge through the discrepant views of two different parties. This study tackled this research gap by considering the mutual perspective of educators and students by applying role theory.

Higher education and sustainable development

2014 ◽  
Vol 27 (2) ◽  
pp. 218-233 ◽  
Author(s):  
Jasmin Godemann ◽  
Jan Bebbington ◽  
Christian Herzig ◽  
Jeremy Moon
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Special Section ◽  
Social Accountability ◽  
Coupled Systems ◽  
Future Research ◽  
Loosely Coupled Systems ◽  
Content Type ◽  
Loosely Coupled

Purpose – This paper seeks to create the context within which research into how higher education institutions (HEIs) might engage with the goal of sustainable development. In particular, the paper outlines the context in which papers in a special section on this topic might be understood as well as developing propositions for how a research focus might emerge in this area. The paper, therefore, seeks to contribute to discussions about whether, under which circumstances and how social accountability and engagement processes focusing on sustainable development might trigger, frame and/or promote change processes in HEIs. The papers that compose this special section are also introduced and future research avenues offered. Design/methodology/approach – Literature review Findings – Despite a dearth of literature in the area of HEI responsiveness to sustainable development (and leaving side education/learning and research for sustainable development), numerous points of intersection exist. Foremost among these is the role of HEIs as shapers of the values of society (and a place for debates about these values). In addition, HEIs are substantive organisations with sustainable development impacts. The paper suggests, however, that understanding HEIs and self-consciously seeking change in their activities has to seriously engage with the characterisation of these organisations as loosely coupled systems. Originality/value – The paper discusses the distinctive characteristics of HEIs and considers the higher education context as a challenging case to explore the capacity of social accountability and stakeholder engagement to foster change towards the goal of sustainable development.

Guiding the student entrepreneur – Considering the emergent adult within the pedagogy–andragogy continuum in entrepreneurship education

2020 ◽  
Vol 62 (7/8) ◽  
pp. 759-777
Author(s):  
Gustav Hägg ◽  
Agnieszka Kurczewska
Keyword(s):  
Higher Education ◽  
Developmental Psychology ◽  
Entrepreneurship Education ◽  
Self Directed Learning ◽  
Conceptual Approach ◽  
Content Type ◽  
Learning And Teaching ◽  
Directed Learning ◽  
Transitional Phase

PurposeThe purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.Design/methodology/approachThe paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.FindingsOdigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.Practical implicationsThe paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.Originality/valueBy introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

Impacting resilience and persistence in underrepresented populations through service-learning

2015 ◽  
Vol 9 (3) ◽  
pp. 174-192 ◽  
Author(s):  
Kisha N. Daniels ◽  
Katrina Yvette Billingsley ◽  
Janelle Billingsley ◽  
Yolonda Long ◽  
Deja Young
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Social Implications ◽  
Future Research ◽  
Civic Responsibility ◽  
Minority Population ◽  
Content Type ◽  
Service Learning Pedagogy

Purpose – The purpose of this paper is to share the research on the use of service-learning pedagogy as a strategy to promote engaged learning that positively impacts resilience. It purports that although often overlooked as a teaching and learning strategy, service-learning offers a viable method for supporting persistence and resiliency in largely minority population. Design/methodology/approach – The research utilizes data from both quantitative and qualitative measures (surveys/questionnaires and open ended responses collected from focus groups). The data were collected over 15 months from undergraduate students who represent 5 different content areas (nursing, public health, psychology, nutrition and physical education). Findings – The data revealed that students positively favor service-learning pedagogy and value the tenets of civic responsibility and social justice. These outcomes contribute to a positive impact on persistence and resiliency. Research limitations/implications – This research highlights the findings from a small group of students enrolled in a specialized program, therefore may lack generalizability. Future research should replicate the study on a larger scale. Practical implications – This paper includes both theoretical foundational knowledge and practical applications to support faculty teaching and learning. Additionally, it seeks to support and increase understanding of strategies that positively impact persistence and resilience constructs. Social implications – The social implications of this research reflect an understanding of the inherent needs of students from underrepresented and/or underserved populations. Originality/value – This paper fills a void in the literature at the higher education level, by offering specific strategies, which focus on methods to support resilience through increased student engagement, civic responsibility and critical thinking. Additionally, historically black colleges and universities are among the least empirically examined institutions in American higher education.

scholarly journals Course leadership in small specialist UK higher education – a review

2018 ◽  
Vol 32 (7) ◽  
pp. 1174-1183
Author(s):  
Nieky van Veggel ◽  
Philip Howlett
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Education Sector ◽  
Future Research ◽  
Course Management ◽  
Content Type ◽  
Academic Literature ◽  
The Uk ◽  
Uk Higher Education

Purpose The purpose of this paper is to review the literature with regard to the course leader in small and specialist higher education in the UK. Design/methodology/approach First, the role of the course leader is explored, followed by an evaluation of the barriers to effective course management. This is then followed by a discussion of mitigating solutions to the barriers identified. Course leadership is then reviewed in the context of small and specialist higher education. Finally, areas for future research are suggested. Findings Course leadership in the UK is a role with wide ranging responsibilities, but is under-appreciated by the higher education sector. Various barriers have been identified, and some solutions proposed, in the literature, but problems remain. Originality/value Course leadership is an underappreciated area with little academic literature available, even though issues have been reported since the 1990s. This paper critically evaluates and summarises the issues, and shows that they are still current. It also proposes solutions and areas of further research so that issues can be resolved for betterment of the higher education sector.

scholarly journals The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy

2019 ◽  
Vol 61 (9) ◽  
pp. 1170-1186 ◽  
Author(s):  
Colin Jones ◽  
Kathryn Penaluna ◽  
Andy Penaluna
Keyword(s):  
Transformational Learning ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Entrepreneurship Education ◽  
Knowledge Bases ◽  
Learning Approaches ◽  
Content Type ◽  
Conceptual Foundations ◽  
Further Development

Purpose The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and EE and offers suggestions as to the further development of such thinking in this domain. Design/methodology/approach This conceptual paper revisits the original thinking that developed the process of heutagogy, or self-determined learning. Revisiting the conceptual foundations of heutagogy, comparing it to andragogy and to the idea of academagogy enables the process of academagogical process knowledge (APK) to be outlined. Through this process, the authors argue it is possible to envisage the real potential value of heutagogy to enterprise and EE. Findings In advocating for the development of APK, the authors highlight the importance of six specific knowledge bases; knowledge of self, knowledge of entrepreneurship theories, knowledge of transformational learning approaches, knowledge of authentic assessment processes, knowledge of student engagement and knowledge of how to scholarly lead. The authors argue that the development of scholarship of teaching and learning for enterprise and EE can be advanced through these six knowledge bases. Practical implications There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here, especially if we consider entrepreneurial approaches within disciplines and interests that anchor the studies, as opposed to more generic approaches found in entrepreneurship courses. Most importantly, that heutagogy must be evaluated alongside the blended contributions of pedagogy, andragogy and academagogy. Originality/value This paper advances the readers’ understanding of the potential role of heutagogy in enterprise and EE. In doing so, differing opinions related to the use of heutagogy in the domain have been addressed, and a developmental pathway outlined.

scholarly journals Lean Six Sigma and quality frameworks in higher education – a review of literature

2020 ◽  
Vol 11 (6) ◽  
pp. 1005-1018 ◽  
Author(s):  
Janelle Margaret Davidson ◽  
Oriana Milani Price ◽  
Matthew Pepper
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Continuous Improvement ◽  
Six Sigma ◽  
Teaching And Learning ◽  
Lean Six Sigma ◽  
Field Analysis ◽  
Future Research ◽  
Review Of Literature ◽  
Content Type

Purpose This paper aims to present a review of literature that considers the use of quality frameworks in higher education (HE). Quality frameworks provide a minimum standard of teaching and learning of students. This systematic literature review identifies the tools and techniques to continuously improve the systems and processes that underpin teaching and learning are missing. With this in mind, the authors present a focus on Lean Six Sigma (LSS) as an improvement methodology adopted by the HE sector and present the factors that drive or hinder the implementation of LSS in higher education institutions (HEIs). Design/methodology/approach A review of the literature and thematic analysis has been undertaken relating to the application of quality frameworks and methodologies within the literature set. Findings The findings show that quality frameworks to be lacking insofar as their focus on compliance is no incentive for continuous improvement. This finding is not unique to the HEI sector and similar challenges exist in other sectors. A further finding identifies the need for academic professional practice to go beyond quality assurance to attend to the transformation of students. Together these present an apparent disconnect between continuous improvement methodology and HE quality frameworks. Research limitations/implications A literature review does have limitations insofar as some literature may have been missed because of different key terms. A further consideration being literature from 2019 not available at the time the review was conducted. Practical implications It represents the state of play in regard to the use of quality frameworks operating in HE and business schools. Insight is offered into how the use of continuous improvement methods can deliver quality in HE to benefit the sector, students and others. An agenda for future research is offered. Originality/value The discussion is valuable as it seeks to improve understanding of the relationships between methodologies with adopted quality frameworks in the HEI sector. A contribution is made in the use of force field analysis to represent the critical success factors and barriers of LSS in HEI.

The rise of China's geointellect?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Romi Jain
Keyword(s):  
Higher Education ◽  
Foreign Policy ◽  
Future Research ◽  
Content Type ◽  
Global Power ◽  
Belt And Road ◽  
China’S Foreign Policy ◽  
Future Research Directions ◽  
Power Project

Purpose A qualitative development is discernible in China’s pursuit of global influence in knowledge following the launch of the Belt and Road Initiative (BRI). China has embarked on expanding the frontiers of its higher education and research enterprise in different geographies, a subset of its global power project. This paper employs the geointellect concept to analyze this phenomenon. Design/methodology/approach The paper applies the geointellect model, formed inductively, to illuminate China’s geographical expanse in higher education and research. Findings The BRI has provided a platform for China to shape the educational architecture of the participating countries, apart from receiving a boost in its prestige by leading educational alliances and opening overseas research centres. In quantitative terms, it has made progress in specific knowledge metrics. Nevertheless, certain challenges and limitations need to be overcome. Research limitations/implications The role of a foreign policy in boosting a country’s knowledge profile has been identified. Future research directions have been provided in using the geointellect model. Practical implications This study provides a direction to evaluate the implications of China’s foreign policy for its knowledge segment, especially in terms of capturing its leading prowess in higher education and research. Originality/value It contributes a conceptual model to capture the different facets of China’s geointellect, with foreign policy, geography, higher education, and research being its constituents.

scholarly journals Understanding students’ emotional reactions to entrepreneurship education

2017 ◽  
Vol 59 (7/8) ◽  
pp. 657-671 ◽  
Author(s):  
Sally Jones ◽  
Sarah Underwood
Keyword(s):  
Interdisciplinary Approach ◽  
Entrepreneurship Education ◽  
Emotional Reactions ◽  
Future Research ◽  
Classroom Environments ◽  
Psychology Education ◽  
Content Type ◽  
Emotional Aspects ◽  
Practical Implications

Purpose The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.

Commentary on “Diabetes and people with learning disabilities: issues for policy, practice and education”

2020 ◽  
Vol 25 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Brianne Redquest ◽  
Yona Lunsky
Keyword(s):  
Health Care ◽  
Learning Disabilities ◽  
Health Care Providers ◽  
Diabetes Care ◽  
Future Research ◽  
Care Providers ◽  
Family Carers ◽  
Content Type ◽  
Policy Practice

Purpose There has been an increase in research exploring the area of intellectual and developmental disabilities (IDD) and diabetes. Despite being described as instrumental to diabetes care for people with IDD, the role and experiences of family carers, such as parents and siblings, are often neglected in this research. However, it is clear that family carers do not feel that they have sufficient knowledge about diabetes. The purpose of this commentary is to extend the content from “Diabetes and people with learning disabilities: Issues for policy, practice, and education (Maine et al., 2020)” and discuss how family carers can feel better supported when caring for someone with IDD and diabetes. Design/methodology/approach This commentary discusses specific efforts such as STOP diabetes, DESMOND-ID and OK-diabetes for people with IDD including family carers. Encouragement is given for health care providers to recommend such programmes to people with IDD and their family carers. It is also suggested that health care providers involve family carers in diabetes care planning and implementation for people with IDD. Findings It is hoped that if changes are made to current diabetes practices and more research with family carers is conducted, diabetes prevention and management for people with IDD will be more successful and family carers can feel more confident in providing support to their loved ones. Originality/value Research exploring the role of family carers in diabetes care for people with IDD and diabetes is very limited. This commentary makes recommendations to help family carers feel better supported in their role. It also provides areas for future research.

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