scholarly journals Educating towards the prudent entrepreneurial self – an educational journey including agency and social awareness to handle the unknown

2021 ◽  
Vol 27 (9) ◽  
pp. 82-103
Author(s):  
Gustav Hägg ◽  
Colin Jones
Keyword(s):  
Student Development ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Individual Development ◽  
Social Awareness ◽  
Philosophical Argument ◽  
Entrepreneurial Education ◽  
Content Type ◽  
Practical Implications ◽  
Forms Of Knowledge

PurposeThis paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of becoming enterprising and entrepreneurial. It is argued that developing a capacity for prudence among graduates involves past, present and conjecture forms of knowledge that the authors find in the interplay between individuation and social awareness.Design/methodology/approachBuilding on Palmer's idea of wholeness, the authors discuss six poles of paradoxes in entrepreneurial education and in conjunction establish a philosophical argument for the idea of stimulating the development of prudence as fundamentally important to contemporary notions of entrepreneurial education.FindingsThe paper presents a model to develop a schema that moves students towards becoming prudent entrepreneurial selves. The model rests on two interrelated developmental processes – individuation and social awareness – conditional for developing the three forms of knowledge (past, present and conjecture) that makes up prudence where developing prudence is a means to handle or cope with the unknown.Research limitations/implicationsThis paper argues that for enterprise and entrepreneurship education to realize their potential contributions, both the relationships between each field and the overarching purpose that ties the fields together need to be rethought, and the poles of paradoxes need to be connected to further develop both fields and creating wholeness for the emerging scholarly discipline.Practical implicationsTo educate towards the prudent entrepreneurial self means educating towards an unknown end where student development aims to meet both the objectives of individual development and the growth in social awareness required to handle the changing nature of contemporary society.Originality/valueThis study philosophically conceives a united enterprise and entrepreneurship education landscape in which deeper student learning makes possible the notion of the prudent entrepreneurial self.

Illuminating the black box of entrepreneurship education programs

2013 ◽  
Vol 55 (3) ◽  
pp. 234-252 ◽  
Author(s):  
Alex Maritz ◽  
Christopher R. Brown
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Extensive Literature ◽  
Education Programs ◽  
Content Type ◽  
Education Literature ◽  
Academic Literature ◽  
Comprehensive View ◽  
Comprehensive Framework ◽  
Practical Implications

PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

Entrepreneurship and innovation

2015 ◽  
Vol 57 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Alex Maritz ◽  
Jerome Donovan
Keyword(s):  
Design Methodology ◽  
Training Programs ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Points Of View ◽  
And Training ◽  
Practical Implications ◽  
Specific Learning ◽  
Innovation And Entrepreneurship

Purpose – The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach – This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings – Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications – The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications – The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value – The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

scholarly journals Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Adriano Stadler ◽  
Anete Alberton ◽  
Anne M.J. Smith
Keyword(s):  
Vocational Education ◽  
Interpretative Phenomenological Analysis ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Phenomenological Analysis ◽  
Entrepreneurial Ecosystem ◽  
Content Type ◽  
Contextual Characteristics ◽  
Education In Brazil ◽  
Practical Implications

PurposeThis paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil.Design/methodology/approachThe authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances.FindingsIn Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil.Research limitations/implicationsImplications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings.Practical implicationsThe findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity.Originality/valueThe authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil.

scholarly journals Enterprise education with Chinese characteristics; policy, practices and uneven development in PRC

2015 ◽  
Vol 7 (3) ◽  
pp. 276-292 ◽  
Author(s):  
Alistair R. Anderson ◽  
Xiuxiang Zhang
Keyword(s):  
Regional Differences ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Uneven Distribution ◽  
Content Type ◽  
Chinese Characteristics ◽  
Enterprise Education ◽  
The Status ◽  
Education In China ◽  
Practical Implications

Purpose – The paper aims to review the emergence and nature of entrepreneurship education in China. This paper considers the variability of developments in practices despite policy. In turn, this allows one to consider the implications of this uneven distribution of expertise and resources. Design/methodology/approach – The paper is primarily empirically descriptive, but it draws upon different literatures to examine entrepreneurship education in the uniqueness of its Chinese context. The authors offer two comparative cases to illustrate the arguments. Findings – Substantial differences were found by region and by the status of the institution. The region aspect is paradoxical because the largest number of new businesses exists in those regions with the best provision of enterprise education. The channelling of resources to elite resources compounds the problem. Less prestigious universities make do with what they have, and this may be detrimental for the quality and effectiveness of enterprise education. Research limitations/implications – There may be some regional differences that have been overlooked, but the thrust is clear. Different resource allocations have shaped entrepreneurship education in the regions. Practical implications – Applied policy may have detrimental effects on less well-endowed universities and thus neglect less entrepreneurial places. Social implications – If entrepreneurship is to deliver its promise of opportunity, innovation and job creation, it needs to be taught by experienced and informed faculty. The uneven distribution of entrepreneurship pedagogy and expertise indicates that this may be more difficult to deliver in some places. Originality/value – Although entrepreneurship education in China is now pervasive, little work has been done in comparing policies with practices.

Connecting the past with the present: the development of research on pedagogy in entrepreneurial education

2020 ◽  
Vol 62 (9) ◽  
pp. 1061-1086
Author(s):  
Jonas Gabrielsson ◽  
Gustav Hägg ◽  
Hans Landström ◽  
Diamanto Politis
Keyword(s):  
Design Methodology ◽  
Cognitive Structure ◽  
Entrepreneurship Education ◽  
Core Journal ◽  
Entrepreneurial Education ◽  
Research Topics ◽  
Content Type ◽  
Knowledge Accumulation ◽  
The Past ◽  
Research Theme

PurposeThe purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time.Design/methodology/approachThe authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995–2018.FindingsFindings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings.Research limitations/implicationsThe study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach.Originality/valueThe paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education.

Learning lean: rhythm of production and the pace of lean implementation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Torbjørn H. Netland ◽  
Jason D. Schloetzer ◽  
Kasra Ferdows
Keyword(s):  
Quantitative Data ◽  
Design Methodology ◽  
Qualitative Data ◽  
Learning Theories ◽  
Lean Implementation ◽  
Content Type ◽  
Equipment Manufacturer ◽  
Qualitative Evidence ◽  
Practical Implications ◽  
Forms Of Knowledge

PurposeWhy some assembly factories implement a lean program faster than others is an enduring puzzle. We examine the effect of a fundamental characteristic of every assembly factory—its rhythm of production.Design/methodology/approachWe designed a multi-method study and collected data from a leading global equipment manufacturer that launched a lean program across its factory network. We use quantitative data gathered from internal company documents to test our hypothesis that production rhythm affects the pace of lean implementation. We then analyze qualitative data from interviews and factory visits to derive theoretical explanations for how production rhythm affects lean implementation.FindingsConsistent with our hypothesis, we present evidence that factories with faster production rhythms implement lean faster than those with slower rhythms. This evidence is consistent with learning theories as well as the literature on organizational routines and forms of knowledge. We propose a theory of the relation between rhythm and learning in lean implementation.Research limitations/implicationsThe hitherto unexplored relation between production rhythm and lean implementation raises intriguing questions for scholars and ushers new insights into how organizations learn to implement lean.Practical implicationsOrganizations need to calibrate their expectations for lean implementation pace when their factories have widely different production rhythms and find ways to mitigate any adverse effects slower rhythms may have. Organizations can alleviate the unfavorable context of slower rhythms by inculcating practices in the factory that emulate the learning environment present in faster-paced factories.Originality/valueWe contribute novel quantitative and qualitative evidence that production rhythm affects lean implementation through learning-based mechanisms.

scholarly journals The grey textures of practice and knowledge: review and framework

2013 ◽  
Vol 25 (5) ◽  
pp. 429-452 ◽  
Author(s):  
Gustavo Guzman
Keyword(s):  
Design Methodology ◽  
Cognitive Mechanisms ◽  
Content Type ◽  
Know How ◽  
Wide Range ◽  
Theoretical Paper ◽  
Knowledge And Practice ◽  
Concepts Of Knowledge ◽  
Practical Implications ◽  
Forms Of Knowledge

PurposeThe aim of this paper was to review the knowledge and practice‐related literature, as well as to develop a theoretical framework that functions like a sorting device, in order to improve our understanding about how theories are turned into practice.Design/methodology/approachThis is a theoretical paper that discusses the relationships between practice and knowledge using practice‐based lenses.FindingsThis paper discusses the relationships between diverse forms of knowledge and practice, and it elaborates the cognitive mechanisms used to know how to shift from the inside to the outside view, and vice versa.Research limitations/implicationsBy organising a wide range of knowledge‐ and practice‐related concepts into meaningful categories, this paper contributes to overcoming the use of the concepts of knowledge and practice as universal.Practical implicationsBy recognising the implicit epistemological stance associated with the diverse theories and concepts, the framework may be useful in selecting the most suitable practice concepts and theories for specific situations, especially since they are not universal and are usually developed with different purposes.Originality/valueThe proposed framework contributes to improve our understanding about how theories are turned into practice.

Does entrepreneurial education trigger more or less neoliberalism in education?

2017 ◽  
Vol 59 (6) ◽  
pp. 635-650 ◽  
Author(s):  
Martin Lackéus
Keyword(s):  
Design Methodology ◽  
Entrepreneurial Education ◽  
Content Type ◽  
Civic Values ◽  
Hegelian Dialectic ◽  
Problematic Relationship ◽  
Practical Implications ◽  
Student Audience

Purpose An emerging scholarly critique has claimed that entrepreneurial education triggers more neoliberalism in education, leading to increased inequality, neglect of civic values and an unjust blame of poor citizens for their misfortunes. The purpose of this paper is to develop a deeper understanding of this potentially problematic relationship between entrepreneurial education and neoliberalism. Design/methodology/approach A Hegelian dialectic method is used consisting of three steps. First, a thesis is articulated based on emerging literature, stating that entrepreneurial education triggers more neoliberalism in education. Then an antithesis is developed representing a logical opposite to the thesis. Finally, the resulting tensions are embraced in a synthesis that triggers deeper understanding. Findings The synthesis indicates that entrepreneurial education based on a self-oriented search for own happiness leads to more neoliberalism in education, and entrepreneurial education based on an others-oriented search for a meaningful impact on others mitigates some of the already strong neoliberal tendencies in education. Research limitations/implications Due to an overlap between the two constructs, happiness and meaningfulness, it is difficult to fully disentangle doing well from doing good. How these two opposites interact is a topic that requires more research. Practical implications A “students-as-givers” kind of entrepreneurial education could represent a way to reach teachers currently skeptical of entrepreneurial education due to its perceived connection to capitalism. This could also make entrepreneurial education relevant to a wider student audience. Originality/value The paper represents a rare attempt to reconcile critical and praising perspectives on entrepreneurial education.

Codes of ethics for travellers are not motivating

2017 ◽  
Vol 11 (1) ◽  
pp. 92-106 ◽  
Author(s):  
Stephen F. Haller
Keyword(s):  
Virtue Ethics ◽  
Design Methodology ◽  
Virtue Ethic ◽  
Codes Of Ethics ◽  
Ethical Behaviour ◽  
Philosophical Argument ◽  
Content Type ◽  
Individual Character ◽  
Tourist Behaviour ◽  
Practical Implications

Purpose This paper aims to contribute to the discussion about the adequacy/inadequacy of codes of ethics in motivating tourist behaviour. Design/methodology/approach This paper is a philosophical argument for the use of virtue ethics, rather than rights-based codes of ethics, when directing the ethical behaviour of individual travellers. Findings Codes of ethics suffer from several problems, including inconsistency, unenforceability and a reliance on the guest/host distinction that may not be applicable. Rights-based codes of ethics use the language of rules and regulation, while virtue ethics relies on the moral autonomy of individuals. The language of virtue ethics, which promotes the development of individual character, would be more effective for inspiring ethical behaviour in individual tourists because they will identify with internal goals connected to their own goals and purposes, rather than with external rules. Practical implications The language of virtue ethics would have more motivating force and, thus, might be more appropriate for the task. Originality/value This paper presents an argument for the replacement of codes of ethics with a virtue ethic approach.

Is “entrepreneurship” the problem in entrepreneurship education?

2017 ◽  
Vol 59 (7/8) ◽  
pp. 740-750 ◽  
Author(s):  
Simon Bridge
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Content Type ◽  
Considerable Confusion ◽  
Practical Implications

Purpose In entrepreneurship education there are different interpretations of entrepreneurship which leads to considerable confusion. The purpose of this paper is to consider whether it is the word entrepreneurship itself which is the source of this problem. Design/methodology/approach This paper seeks, not to examine the different meanings of entrepreneurship in an education context, but instead to explore the confusion those different meanings can cause. Findings The word entrepreneurship is used as a label for what sometimes are essentially different things. But, even when a difference is acknowledged, the application of the same label implies a misleading commonality. A result is that false parallels can be drawn and differences among the requirements of funders, providers and consumers of entrepreneurship education can go unrecognised and not addressed. Attempts to restrict the label “entrepreneurship” to some uses and to use the label “enterprise” for others fail because it is only partially done and the two words are still often used interchangeably. Therefore, because the label “entrepreneurship” is the source of this problem, it is suggested that its use should be dropped. Practical implications Dropping the word entrepreneurship would force the various stakeholders in entrepreneurship education to specify more clearly what they want and/or expect to get from it. That could lead to clearer debate and better resolution of misunderstandings. Originality/value Possibly because we are accustomed to using the word entrepreneurship in different ways we fail to see and address the confusion that causes. This paper suggests a change.

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