scholarly journals Lessons learned by educator and students through experiential entrepreneurship

2021 ◽  
pp. 095042222110234
Author(s):  
Marcus Simmons
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Personal Development ◽  
Academic Development ◽  
Entrepreneurship Education ◽  
Lessons Learned ◽  
Learning Approach ◽  
Module Design ◽  
Uk Higher Education ◽  
The Impact

This account of practice describes an experiential learning approach used for enterprise and entrepreneurship education in a UK higher education setting. Module design and delivery insights are drawn from the methods employed by an entrepreneur turned educator to facilitate learning via pop-up shop/event activities financed by a £50 seed fund. Feedback showed that the approach was highly valued by students, who reported significant personal development and enhanced entrepreneurial understanding. Considerably improved student attainment was also measured. The educator reflects on how his experiences as an entrepreneur helped shape the activities and their delivery, and the impact on his own pedagogical and academic development.

Exploring Graduate Entrepreneurship

2005 ◽  
Vol 19 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Paul D. Hannon ◽  
Lorna A. Collins ◽  
Alison J. Smith
Keyword(s):  
Higher Education ◽  
Entrepreneurship Education ◽  
The Body ◽  
Entrepreneurial Activity ◽  
Learning Approach ◽  
Policy Makers ◽  
Knowledge Based ◽  
Body Of Knowledge ◽  
Uk Higher Education ◽  
Graduate Entrepreneurship

There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to entrepreneurship education may be limiting the opportunities for students to develop entrepreneurial skills, knowledge and behaviour. If the need for increased levels of graduate entrepreneurship is to be met, it is important to develop more innovative and entrepreneurial approaches. Shifting the underpinning paradigm to one derived from a humanist philosophy suggests a co-learning approach in which both learner and educator participate in the learning process. This paper highlights the need for innovation in the supply of entrepreneurship education in UK higher education institutions to enhance graduate entrepreneurship. The authors reflect on and examine the experience of piloting a collaborative co-learning approach to entrepreneurship education that engages university students from a range of disciplines, local entrepreneurs and educators in the learning and development process. Finally, they explore the challenge that embedding such an approach poses to the development of entrepreneurship education in UK HEIs. The paper adds to the body of knowledge in the area of graduate entrepreneurship and raises important issues for policy makers, practitioners, educators and 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 Student Auditing of University Social Responsibility - Reform through Reflective, Experiential Learning?

2017 ◽  
Author(s):  
Isabel Menezes ◽  
Márcia Coelho ◽  
Fernanda Rodrigues ◽  
Peter Evans ◽  
Brian Martin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Initial Data ◽  
Social Responsibility ◽  
Public Engagement ◽  
European Universities ◽  
The Social ◽  
Teaching Support ◽  
The Impact

The emphasis on the social responsibility of higher education institutions emerged more systematically in the Post-Bologna European context. This paper presents an overview of a case study on a certificate in university social responsibility auditing, based on three European universities: Edimburgh, Kaunas and Porto. The goal is to develop an auditor training for students based on experiential learning, that is coherent and replicable in diverse contexts and that involves the various stakeholders. The project is based on a set of benchmarks of university social responsibility developed in the context of a European project, namely:  Research, Teaching, Support for Learning and Public Engagement; Governance; Environmental and Societal Sustainability; and Fair Practices. We will report on the initial data generated by the ESSA Project, in respect of student recruitment, baseline attitudes and the impact of participation in the training and the first audit.

scholarly journals How Entrepreneurship Can Be Learned through Experiential Learning Formats, Especially through Training Firms

2020 ◽  
Vol 7 (4) ◽  
pp. 471-481
Author(s):  
Anne Heinze
Keyword(s):  
Experiential Learning ◽  
Informal Learning ◽  
Best Practice ◽  
Learning Experience ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Project Based Learning ◽  
Present Contribution ◽  
Entrepreneurial Training ◽  
The Impact

A look at entrepreneurship education research shows that there are basically two types of entrepreneurship courses: First, courses for entrepreneurship and second, courses about entrepreneurship such as lectures, formal seminars, individual essays etc. Most of the latter courses can be characterized as teacher-centric where the student involvement is passive. From a more modern perspective and in order to train entrepreneurs trying, experimenting and learning about one's own experience is crucial. More innovative approaches, such as project-based learning, action-based learning and experiential learning, therefore, are gradually appearing on the scene In this context, within the last few years some universities have introduced training firms, mostly for students of economics and business. In Germany, due to a lack of legal possibilities training firms at public universities are still a rarity and therefore under-researched. Thus, the research question for the present contribution is how informal learning can be structured using training firms, and what effects this has on the preparation of learners for later professional practice and / or self-employment. Therefore, the methodology for this paper is first to review the literature related to entrepreneurial learning in order to better understand the informal learning experience in training firms. Second, the case of a communication design agency for students around HTW Berlin, a public university for applied sciences, is analyzed to gain insight into the impact that practice firms can have on entrepreneurship education in general, and in particular in non-business subjects. For this purpose, a case study has been developed based on interviews, which include both the perspective of the students and of the trainer. Overall, the results will show a best practice example of entrepreneurial training and learning in a university context, which can be useful for those involved in the development of course concepts for entrepreneurship education.

scholarly journals “Rules of engagement”

2014 ◽  
Vol 33 (6) ◽  
pp. 551-563 ◽  
Author(s):  
Nikolai Mouraviev ◽  
Nada K. Kakabadse
Keyword(s):  
Experiential Learning ◽  
Public Perception ◽  
Lessons Learned ◽  
Primary Data ◽  
Law Firms ◽  
Content Type ◽  
The Public ◽  
Private Investors ◽  
High Degree ◽  
The Impact

Purpose – The purpose of this paper is to investigate to what extent one can apply experiential learning theory (ELT) to the public-private partnership (PPP) setting in Russia and to draw insights regarding the learning cycle ' s nature. Additionally, the paper assesses whether the PPP case confirms Kolb ' s ELT. Design/methodology/approach – The case study draws upon primary data which the authors collected by interviewing informants including a PPP operator ' s managers, lawyers from Russian law firms and an expert from the National PPP Centre. The authors accomplished data source triangulation in order to ensure a high degree of research validity. Findings – Experiential learning has resulted in a successful and a relatively fast PPP project launch without the concessionary framework. The lessons learned include the need for effective stakeholder engagement; avoiding being stuck in bureaucracy such as collaboration with Federal Ministries and anti-trust agency; avoiding application for government funding as the approval process is tangled and lengthy; attracting strategic private investors; shaping positive public perception of a PPP project; and making continuous efforts in order to effectively mitigate the public acceptance risk. Originality/value – The paper contributes to ELT by incorporating the impact of social environment in the learning model. Additionally, the paper tests the applicability of ELT to learning in the complex organisational setting, i.e., a PPP.

Doing it yourself: Coventry University Library’s streaming project

2009 ◽  
Vol 34 (3) ◽  
pp. 21-25 ◽  
Author(s):  
Jane Gibbs
Keyword(s):  
Higher Education ◽  
Short Discussion ◽  
New Era ◽  
Future Developments ◽  
Levels Of Use ◽  
Streaming Service ◽  
The Uk ◽  
Uk Higher Education ◽  
The Impact

This case study provides an overview of the logistical aspects of introducing a DIY streaming service, from original idea to implementation, at Coventry University. The study includes reflection on practical problems such as the structuring of file names and complying with the terms and conditions of the ERA licence. It concludes with a short discussion of the impact of the new ERA+ licence on levels of use, together with possible future developments in streaming in the UK Higher Education sector.

Evolution of an experiential learning partnership in emergency management higher education

2016 ◽  
Vol 14 (3) ◽  
pp. 201 ◽  
Author(s):  
Claire Connolly Knox, PhD ◽  
Alan S. Harris, CEM, FPEM
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Emergency Management ◽  
Homeland Security ◽  
Community Setting ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Community Partner ◽  
Higher Education Curriculum ◽  
Functional Exercise

Experiential learning allows students to step outside the classroom and into a community setting to integrate theory with practice, while allowing the community partner to reach goals or address needs within their organization. Emergency Management and Homeland Security scholars recognize the importance, and support the increased implementation, of this pedagogical method in the higher education curriculum. Yet challenges to successful implementation exist including limited resources and time. This longitudinal study extends the literature by detailing the evolution of a partnership between a university and office of emergency management in which a functional exercise is strategically integrated into an undergraduate course. The manuscript concludes with a discussion of lessons learned from throughout the multiyear process.

scholarly journals An Evaluation of a Scottish Higher Education ‘Student Transitions’ Enhancement Theme: Stakeholders’ Perceptions and Recommendations for Future Activities

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Ashley Dennis ◽  
Lisi Gordon ◽  
Stella Howden ◽  
Divya Jindal-Snape
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Learning Experience ◽  
Phase 1 ◽  
Lessons Learned ◽  
Education Student ◽  
Quality Assurance Agency ◽  
Facilitators And Barriers ◽  
The Impact ◽  
Student Transitions

The Quality Assurance Agency Enhancement Themes identify specific development themes to enhance the student learning experience in Scottish higher education (HE). This evaluation explored the second year of the ‘Student Transitions’ theme through the questions: How do stakeholders perceive the impact of the ‘Student Transitions’ work and, what are the facilitators and barriers to the successful development of projects? Data were collected during two overlapping phases. In Phase 1, 30 individuals, with national or institutional leadership roles associated with the current Enhancement Theme participated in semi-structured telephone interviews. In Phase 2, 43 online questionnaires were completed by institutionally nominated individuals. Professional, support and academic staff, and student representatives from all 19 Scottish Universities participated. Data were analysed using a thematic framework approach and descriptive statistics. Themes developed were: perceived impact; facilitators and barriers, such as support, engagement and sustainability. These themes were explored across institutions and sector wide. Participants felt ‘Student Transitions’ work was fundamental for Universities. Participants considered that Theme work had enhanced reflection on, and engagement with transition issues. Capturing direct impact was challenging for participants and it was proposed that it may take several years to evidence the outcomes of the work at the level of student experience. Broadly, participants reported that the sector was supportive and collaborative where ideas and resources for the ‘Student Transitions’ work had been openly shared. Challenges to advancing Enhancement Theme activities include limited time and other agendas competing for limited resources e.g. the Teaching Excellence Framework (TEF). The findings highlight the complexity of integrating the Theme within institutions and broadly across the sector. Key recommendations and lessons learned surround 1) defining and measuring impact; 2) enhancing engagement; 3) and Theme integration.

scholarly journals Building Compassion Capacity: Chester Retold and Storyhouse, a Case Study

2018 ◽  
Vol 6 (3) ◽  
pp. 75-82
Author(s):  
Eileen Pollard
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Module Design ◽  
Learning Module ◽  
Arts And Humanities ◽  
The University

This article is a case study of a level five experiential learning module that I designed and taught at the University of Chester in the summer term of 2018 in collaboration with the city’s innovative new arts hub, Storyhouse. As a case study, it will demonstrate how ‘compassion’ can be placed at the heart of module design within Higher Education Arts and Humanities teaching, as well as how compassionate practice can emerge organically from innovation.

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