Toward a Learning Philosophy Based on Experience in Entrepreneurship Education

2019 ◽  
Vol 4 (1) ◽  
pp. 4-29 ◽  
Author(s):  
Gustav Hägg ◽  
Agnieszka Kurczewska
Keyword(s):  
Educational Research ◽  
Entrepreneurship Education ◽  
Learning Activities ◽  
Knowledge Development ◽  
Philosophical Foundations ◽  
Entrepreneurial Experience ◽  
Learning Through Experience

If experience is the guiding light in entrepreneurship education, then why is there so little mention of a philosophy of experience? This article aims to illuminate the philosophical foundations upon which entrepreneurship education rests by discussing learning through experience. In particular, we discuss the concept of experience used in educational research and learning activities for fostering knowledge development in entrepreneurship education. To illustrate our discussion, we develop a diagram that addresses primary and secondary experience and its interplay as well as a model that further illustrates how educative entrepreneurial experience could be researched through the empirical phenomenology. We suggest that although entrepreneurship is currently positioned as an experiential subject in academia, the theoretical and philosophical roots of experience in learning have not been fully addressed, leading to a deficit in our understanding of how knowledge is derived from experience, and how experience may differ depending on its philosophical underpinnings.

scholarly journals Towards a Learning Philosophy Based on Experience in Entrepreneurship Education

2020 ◽  
Vol 3 (2) ◽  
pp. 129-153 ◽  
Author(s):  
Gustav Hägg ◽  
Agnieszka Kurczewska
Keyword(s):  
Entrepreneurship Education ◽  
Philosophical Foundations ◽  
Entrepreneurial Experience ◽  
Learning Through Experience

If experience is the guiding light in entrepreneurship education, then where is the philosophy of experience? This article illuminates the philosophical foundations of entrepreneurship education by discussing learning through experience. We introduce a diagram that addresses primary and secondary experiences and their interplay as well as a model that further reveals how educative entrepreneurial experience can be researched through empirical phenomenology. We suggest that although entrepreneurship is currently positioned as an experiential subject in academia, the theoretical and philosophical roots of experience in learning have not been fully addressed, leading to a deficit in our understanding of how knowledge is derived from experience, and how experience may differ depending on its philosophical underpinnings.

Subject Matter Analysis in Physical Education

2015 ◽  
pp. 229-248
Author(s):  
Carolina Picchetti Nascimento
Keyword(s):  
Physical Education ◽  
Educational Research ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Dialectical Materialism ◽  
Point Of View ◽  
School Subject ◽  
Theoretical Concepts ◽  
Philosophical Foundations

Educational research grounded in the theoretical perspective of developmental teaching can provide some ideas, challenges, and proposals to be discussed. From a developmental perspective, the fundamental content of teaching and learning covers the theoretical concepts of each school subject. Through the area of physical education, the author discusses the process for identifying and systematizing the theoretical concepts that organize school subjects. This discussion is proposed from the point of view of its philosophical foundations in dialectical materialism and from concrete possibilities and challenges in educational research. Through analysis and systematization of the essential and necessary relations that organize physical education and by an attempt at making these relations concrete, the author highlights the value and challenges that arise during a process of a subject matter analysis in educational research.

Takina te Kawa: Laying the Foundation, a Research Engagement Methodology in Aotearoa (New Zealand)

2009 ◽  
Vol 39 (1) ◽  
pp. 110-117 ◽  
Author(s):  
Marama Taiwhati ◽  
Rawiri Toia ◽  
Pania Te Maro ◽  
Hiria McRae ◽  
Tabitha McKenzie
Keyword(s):  
New Zealand ◽  
Educational Research ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Knowledge Development ◽  
Research Framework ◽  
Research Participants ◽  
Research Engagement ◽  
Aotearoa New Zealand ◽  
Engagement Process

AbstractIn the bi-cultural context of Aotearoa (New Zealand), engagement with stakeholders that is transparent and culturally responsive is a priority for educational research. More common research approaches in New Zealand have followed a Western euro-centric model of engagement with research participants resulting in interventions and initiatives that have not necessarily served the needs of the education sector. The authors critically analyse the researcher relationship with research participants to provide a Māori perspective to guide the engagement process as researchers enter educational communities to conduct research. Embedded with Māori ideology and knowledge, the Hei Korowai ethical research framework is a platform for insider positionality that acknowledges partnership between the researcher and the researched for the benefit of knowledge development and the educational sector.

Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK

2005 ◽  
Vol 6 (2) ◽  
pp. 105-114 ◽  
Author(s):  
Paul D. Hannon
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Educational Programme ◽  
Educational Process ◽  
Theoretical Development ◽  
Learning Context ◽  
Philosophical Foundations ◽  
The Uk

This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context.

scholarly journals Didáctica de la matemática en contexto Didactics of mathematics in context

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Patricia Gallardo Camarena
Keyword(s):  
Educational Research ◽  
Theoretical Foundation ◽  
Learning Activities ◽  
Collaborative Teams ◽  
The Social ◽  
Mathematics In Context ◽  
Didactics Of Mathematics

ResumenEn el artículo se presentan resultados de investigaciones que dan origen a la didáctica de la Matemática en Contexto, la cual forma parte de la Fase Didáctica de la teoría educativa denominada Matemática en el Contexto de las Ciencias, cuyas investigaciones que la generan se insertan en la línea de investigación de la Matemática Social. Para la Matemática en Contexto, de forma breve, se incluye su fundamentación teórica, se describe la didáctica y su implementación. Ésta persigue trabajo interdisciplinario y disciplinario, con dos ejes rectores: la contextualización y la descontextualización, cuya herramienta de trabajo son los eventos contextualizados que abordan los estudiantes en equipos colaborativos, así como actividades de aprendizaje con el uso de tecnología como mediadora del aprendizaje.AbstractThrough this paper are presented results from several educational research which generate the Mathematic in Context didactic. It is included in didactic phase of Mathematics in the Context of Sciences theory and the research which generated the last one is in the Social Mathematics investigation line. For Mathematics in Context are included their theoretical foundation, their description and their implementation. The interdisciplinary and disciplinary work is persecutes; it has two axis: contextualized and descontextualized, and their work tool is contextualized events which are worked by students collaborative teams, as like learning activities with technology as learning  scaffolding.   

scholarly journals Entrepreneurial Learning at the Boundary: How to Learn From a Local Cheese Maker

2020 ◽  
pp. 251512742092501
Author(s):  
Thomas Lans ◽  
Rob Lubberink ◽  
Lisa Ploum ◽  
Marie Ammann ◽  
Sera Gondwe
Keyword(s):  
Western Europe ◽  
Entrepreneurship Education ◽  
Cost Effective ◽  
Learning Activities ◽  
Learning Activity ◽  
Business Owner ◽  
Short Term ◽  
Entrepreneurial Learning ◽  
Simple Observation ◽  
Start Up

The learning innovation we report in this article is an international rapid-prototyping event (48 hours) in which teams of international BSc and MSc students from two universities (Western Europe and South-East Africa, respectively) jointly designed and developed a prototype for a local small-business owner in a developing economy. The learning innovation has its origin in the simple observation that the majority of the current theories, cases, and learning activities that characterize entrepreneurship education have their origin in western-oriented epistemologies and ontologies. The goal of this entrepreneurial learning activity was to develop students’ entrepreneurial competencies through interaction and cross-boundary entrepreneurial problem-solving between university students from western and non-western origin. The results underpin that it is very worthwhile for higher education teachers—who look for new, cost-effective “wide” entrepreneurship education programs—to adopt such events. The results show that the program not only contributes to short-term impact (e.g., joy of learning and collaborating, confidence in the own expertise, and seeing where to contribute) but also enables longer term impact (e.g., moving from intention to an actual start-up). Moreover, the activity produces actual solutions that, in this case the cheese maker can implement, can help the business to grow and survive.

Impact of Action Learning on Entrepreneurial Traits and Inclination

2012 ◽  
Vol 26 (3) ◽  
pp. 229-240 ◽  
Author(s):  
Hilleas Chi Hang Wong ◽  
Thomas Wing Yan Man
Keyword(s):  
Focus Group ◽  
Action Learning ◽  
Entrepreneurship Education ◽  
Learning Activities ◽  
Learning Activity ◽  
Economic Factors ◽  
Focus Group Interviews ◽  
Negative Results ◽  
Comparative Survey ◽  
Group Interviews

Based on a comparative survey supplemented with focus group interviews, it was found that an action learning activity in an entrepreneurship programme produced both positive and negative results with regard to the entrepreneurial traits of students and their inclination towards entrepreneurship, depending on the influence of external and detrimental factors. The findings imply that further attention needs to be given both to the process and to the context of action learning activities in entrepreneurship education, taking into account economic factors in particular.

scholarly journals Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education

2019 ◽  
Vol 11 (20) ◽  
pp. 5623 ◽  
Author(s):  
Grivokostopoulou ◽  
Kovas ◽  
Perikos
Keyword(s):  
Virtual Reality ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Evaluation Study ◽  
Educational Environment ◽  
Learning Activities ◽  
Game Based Learning ◽  
Gamified Learning ◽  
The Impact

Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

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