scholarly journals Games in Entrepreneurship Education to Support the Crafting of an Entrepreneurial Mindset

2013 ◽  
pp. 20-37 ◽  
Author(s):  
Leona Achtenhagen ◽  
Bengt Johannisson
Keyword(s):  
Entrepreneurship Education ◽  
Young Female ◽  
Future Research ◽  
Master's Level ◽  
Female Entrepreneurs ◽  
Pedagogical Tool ◽  
Business Plans ◽  
University Curriculum ◽  
Management Students

An increasing number of education institutions, including many universities and colleges, are offering entrepreneurship education. This development is driven by the hope that more entrepreneurs could be “created” through such efforts, and that these entrepreneurs through their newly founded ventures will contribute to economic growth and job creation. At higher education institutions, the majority of entrepreneurship courses rely on writing business plans as a main pedagogical tool for enhancing the students’ entrepreneurial capabilities. In this chapter, the authors argue instead for the need for a pedagogy that focuses on supporting students in crafting an entrepreneurial mindset as the basis for venturing activities. They discuss the potential role of games in such entrepreneurship education and present the example of an entrepreneurship game from the Swedish context, which was developed by a group of young female entrepreneurs. The authors describe the game and discuss their experiences of playing it with a group of novice entrepreneurship and management students at the master’s level, and they review the effectiveness of the game in terms of how it supports students in crafting an entrepreneurial mindset. The authors conclude the chapter by outlining how entrepreneurship games could be integrated into a university curriculum and suggest some directions for future research.

scholarly journals Games in Entrepreneurship Education to Support the Crafting of an Entrepreneurial Mindset

Economics ◽  
2015 ◽  
pp. 34-52
Author(s):  
Leona Achtenhagen ◽  
Bengt Johannisson
Keyword(s):  
Entrepreneurship Education ◽  
Young Female ◽  
Future Research ◽  
Master's Level ◽  
Female Entrepreneurs ◽  
Pedagogical Tool ◽  
Business Plans ◽  
University Curriculum ◽  
Management Students

An increasing number of education institutions, including many universities and colleges, are offering entrepreneurship education. This development is driven by the hope that more entrepreneurs could be “created” through such efforts, and that these entrepreneurs through their newly founded ventures will contribute to economic growth and job creation. At higher education institutions, the majority of entrepreneurship courses rely on writing business plans as a main pedagogical tool for enhancing the students' entrepreneurial capabilities. In this chapter, the authors argue instead for the need for a pedagogy that focuses on supporting students in crafting an entrepreneurial mindset as the basis for venturing activities. They discuss the potential role of games in such entrepreneurship education and present the example of an entrepreneurship game from the Swedish context, which was developed by a group of young female entrepreneurs. The authors describe the game and discuss their experiences of playing it with a group of novice entrepreneurship and management students at the master's level, and they review the effectiveness of the game in terms of how it supports students in crafting an entrepreneurial mindset. The authors conclude the chapter by outlining how entrepreneurship games could be integrated into a university curriculum and suggest some directions for future research.

Entrepreneurship Education in the Transformation of Incarcerated Individuals: A Review of the Literature and Future Research Directions

2020 ◽  
Vol 64 (15) ◽  
pp. 1551-1570
Author(s):  
Jessica M. Grosholz ◽  
Jean D. Kabongo ◽  
Michael H. Morris ◽  
Ashley Wichern
Keyword(s):  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Research Directions ◽  
Theoretical Perspectives ◽  
Cognitive Transformation ◽  
Future Research Directions ◽  
Criminal Desistance ◽  
Mind Set

This article draws upon the theories of entrepreneurial cognition, planned behavior, and criminal desistance to understand the role of entrepreneurship education in the behavioral and cognitive transformation of incarcerated individuals. Specifically, this article considers how participation in an entrepreneurship education program should influence entrepreneurial opportunity recognition, cognitive transformation, and institutional misconduct. It suggests these changes are more likely to influence an incarcerated person’s entrepreneurial intentions and criminal desistance. The six propositions presented shed light on how an incarcerated individual’s willingness to change his or her attitudes and develop an entrepreneurial mind-set influence his or her behavior in prison and prepares him or her to prosper in a dynamic and complex world after release. This article argues that the study of one’s transformation while incarcerated through the discovery, evaluation, and exploitation of opportunities is likely to advance empirical and theoretical perspectives of the fields of entrepreneurship. The examination of how incarcerated persons deal with fear of failure, risk aversion, and identity, in particular, presents great opportunities for future research.

Best Practices for Mentoring in Arts Entrepreneurship Education: Findings From a Delphi Study

2020 ◽  
pp. 251512742096412
Author(s):  
Josef Hanson
Keyword(s):  
Best Practices ◽  
Delphi Study ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Pedagogical Approach ◽  
Learning Contexts ◽  
The Arts ◽  
Delphi Procedure ◽  
Mentoring Practice

Arts entrepreneurship education is a multifaceted endeavor encompassing a diversity of learning contexts, from collegiate lecture halls to close apprenticeships and one-on-one coaching. Although existing research explores best practices for the arts entrepreneurship classroom, relatively few studies have been undertaken to explore the role of mentoring in arts endeavoring, the effectiveness of mentoring as a targeted pedagogical approach, and how mentoring might complement or even conflict with the tenets of classroom-based arts entrepreneurship education. The purpose of this study was to build consensus among established arts entrepreneurship educators regarding optimal mentoring activities, outcomes, and competencies. Eleven experts in the field of arts entrepreneurship participated in a multiphase Delphi procedure to generate and subsequently evaluate approaches to, and outcomes and characteristics of, effective mentoring. The result is a set of 43 expert-approved recommendations that can inform mentoring practice immediately and provide a foundation for future research in this still-emerging area of inquiry.

Simulations in Entrepreneurship Education: Serious Games and Learning Through Play

2018 ◽  
Vol 1 (1) ◽  
pp. 61-89 ◽  
Author(s):  
Joe Fox ◽  
Luke Pittaway ◽  
Ikenna Uzuegbunam
Keyword(s):  
Literature Review ◽  
Computer Simulations ◽  
Serious Games ◽  
Educational Practice ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Entrepreneurial Learning ◽  
Education Literature ◽  
Learning Through Play

Entrepreneurship education continues to grow and develop worldwide. This article seeks to expand knowledge and understanding of educational practice in entrepreneurship by focusing on serious games, specifically computer simulations which model entrepreneurship. This paper begins by reviewing the entrepreneurship education literature to consider the role of simulations, explores the nature of serious games, and assesses the role of such games in simulating entrepreneurial learning. This research uses systematic literature review techniques to collect data on serious games, analyzes these games and provides five detailed case studies on the games. The paper concludes with a discussion of what serious games currently simulate in entrepreneurial learning, and directions for future research.

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.

scholarly journals Exploring Entrepreneurship Education Effectiveness at British Universities – An Application of the World Café Method

2020 ◽  
pp. 251512742093539
Author(s):  
Carolin Decker-Lange ◽  
Knut Lange ◽  
Spinder Dhaliwal ◽  
Andreas Walmsley
Keyword(s):  
Entrepreneurship Education ◽  
New Venture ◽  
Future Research ◽  
Complex Nature ◽  
Time Lags ◽  
Diverse Range ◽  
Transformational Process ◽  
World Cafe ◽  
Practical Implications

Universities have made significant investments in entrepreneurship programs for decades, but the scope, relevance and usefulness of entrepreneurship education are still questioned. This study aims to explore the meaning of effectiveness as it relates to entrepreneurship education in a grounded and holistic sense, recognizing both the range of stakeholders involved in the design, delivery and experience of entrepreneurship education and the underlying complexity of the issue at hand. Two World Café events, a method designed to elicit grounded knowledge, were organized to seek insights from a diverse range of stakeholders. Results confirm and illustrate the complex nature of effectiveness in entrepreneurship education. The purpose of specific educational initiatives, diverse audiences’ expectations and contextual factors must be considered in any meaningful attempt at identifying effectiveness. Findings also revealed a consensus that effectiveness relates to creating a transformational process, which leads to a shift in attitudes towards entrepreneurship. This shift prepares students for careers that go beyond the launch of a new venture. The role of time lags in assessing effectiveness was also identified. We suggest an agenda for future research and practical implications.

scholarly journals Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

2010 ◽  
Vol 10 (2) ◽  
pp. 1 ◽  
Author(s):  
Catherine Van Beuningen
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Empirical Work ◽  
Future Research ◽  
Future Directions ◽  
Pedagogical Tool ◽  
Written Corrective Feedback ◽  
Theoretical Perspectives ◽  
Considerable Controversy

The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development.

The Role of Students, Educators, and Educational Institutes in Entrepreneurship Education: A Systematic Literature Review and Directions for Future Research

2020 ◽  
pp. 251512742097777
Author(s):  
Monika C. Schuhmacher ◽  
Hieu T. Thieu
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Theoretical Perspective ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Related Factors ◽  
Future Research Agenda ◽  
Current State ◽  
Internal Stakeholders

Based on previous reviews, we have a synthesized understanding of the how and what to teach in entrepreneurship education (EE). In contrast, we find fragmented and differing insights on the who in EE (i.e., the triad of internal stakeholders of students, educators and educational institutes hosting EE). Inspired by stakeholder theory, our study presents a systematic literature review on the role of stakeholder-related factors for effective EE. Specifically, based on 59 empirical articles published between 1995 and 2019, we provide an overview on the current state of literature on the role of stakeholder-related factors in EE research, synthesize findings, identify research gaps and develop a future research agenda as well as derive implications for the design and implementation of EE. In doing so, we provide a theoretical perspective to stimulate future research on stakeholder-related factors for EE to be effective.

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.

scholarly journals Impact of Entrepreneurship Competencies on Entrepreneurship Motivation among Pakistani Students: Entrepreneurship Education as Moderation

2021 ◽  
Vol 7 (2) ◽  
pp. 491-504
Author(s):  
Gohar Mahmood ◽  
Sadia Munir ◽  
Sidra Ghulam Rasool ◽  
Rubab Anum
Keyword(s):  
University Students ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Entrepreneurial Education ◽  
Education Effects ◽  
The University ◽  
The Relationship ◽  
Moderating Role

Purpose: The purpose of this study is to investigate the relationship between entrepreneurship competencies and entrepreneurship motivation through moderating role of entrepreneurial education in the university students of (Punjab) Pakistan. This study provides a comprehensive answer to the research question of how entrepreneurship competencies and entrepreneurial education effects the entrepreneurship motivation among university students. Design/Methodology/Approach: A survey questionnaire was used to collect data from faculty of management sciences students of different departments at various campuses in (Punjab) Pakistan. Factor analysis, reliability, and regression and correlation analysis was the techniques to analyze the links between the study variables. Findings: There is a positive significant impact of entrepreneurship competencies on entrepreneurship motivation while entrepreneurship education as a moderator. Implications/Originality/Value: At the last, this paper also presents some implications, limitations and suggestions for future research.

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