Constructive congruencies in self-directed learning and entrepreneurship education

The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.

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Role of Self-Directed Learning Readiness in Developing Entrepreneurial Behaviors

Asian Journal of Economics Business and Accounting ◽

10.9734/ajeba/2020/v16i430246 ◽

2020 ◽

pp. 28-38

Author(s):

Busige Nishantha ◽

Muthuthanthrige Sahan Jayamal Fernando

Keyword(s):

Social Learning ◽

Sri Lanka ◽

Entrepreneurship Education ◽

Valuable Insight ◽

Education Programs ◽

Self Directed Learning ◽

Learning Readiness ◽

State Sector ◽

Directed Learning

Aims: The purpose of this paper is to investigate the role of self-directed learning readiness on developing entrepreneurial behaviors through social learning in the context of entrepreneurship education programs offered by state sector universities of Sri Lanka. Study Design: Correlational research design. Place and Duration of the Study: University of Colombo, University of Sri Jayewardenepura and University of Moratuwa during August 2018 to March 2019. Methodology: Collected primary data from the participants of entrepreneurship education programs conducted by three major state sector universities in Sri Lanka to reveal their level of self-directed learning readiness, availability of social learning opportunities in the programs and consequent development in their entrepreneurial behaviors after enrolling the programs. Stratified random sampling is used in selecting respondents for the sample of this quantitative study and self-administered questionnaires are used as the method of data collection. SPSS is used to carry out different kinds of statistical analysis such as Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett’s test of sphericity, factor analysis, descriptive statistics, correlation and hierarchical regression analysis. Results: The results show that self-directed learning readiness moderates the positive association of the development in entrepreneurial behaviors and social learning in the context of entrepreneurship education. Further, the paper provides an important analysis of the state of entrepreneurship education in Sri Lanka to enable further research to be taken in the area of entrepreneurship education. The findings provide valuable insight on sustaining the unique pedagogy of entrepreneurship education by restructuring the selection process to assess the level of self-directed learning readiness of applicants. Conclusion: The paper affirms the framework of Bandura to provide a basis to improve the effectiveness of entrepreneurship education in Sri Lanka. However, the paper only concerns students’ perceptions towards the tripartite relationship between self-directed learning readiness, social learning and development of entrepreneurial behaviors

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

Education + Training ◽

10.1108/et-03-2020-0069 ◽

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.

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