This chapter examines the development of an Entrepreneurship Education initiative (Triple E: Employability, Enterprise and Entrepreneurship) in the Higher Education context. The initiative is further contextualised by a dynamic policy framework concerning widening access as a major priority for the Scottish Government. In addition, the initiative is based on innovation in contemporary pedagogical design and further policy drivers supporting the development of graduates with an enterprising mind-set and graduate attributes (articulated by employers) and interpreted by academics and public sector stakeholders as relevant for graduate labour market competitiveness. The chapter examines Entrepreneurship Education literature and presents a case study which examines pedagogical design and normative assumptions, participant progression, (students and staff) and the engagement of external stakeholders. The case study describes and analyses the key design principles for inclusive and accessible Entrepreneurship Education within the context of widening participation policy. A discussion on the practice of achieving inclusive and accessible Entrepreneurship Education explores intra-institution policy, drivers enablers and cultural and resource constraints. The chapter concludes with a summary of the design principles on inclusivity and accessibility in Entrepreneurship Education and discusses attempts to mitigate the challenges presented by a widening participation policy.
Smith, A.M.J., Jones, D., Scott, B. and Stadler, A. (2017), "Designing and Delivering Inclusive and Accessible Entrepreneurship Education", Entrepreneurship Education (Contemporary Issues in Entrepreneurship Research, Vol. 7), Emerald Publishing Limited, Bingley, pp. 335-357. https://doi.org/10.1108/S2040-724620170000007019
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