Search results

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this article is to explore the integrated processes of action learning, entrepreneurial learning and new venture creation by students and graduates in the creative industries by addressing two questions: How do action learning and entrepreneurial learning connect with new venture creation in the context of the creative industries? How does learning influence the types of creative enterprises developed by students?

The article is based around the case of the Student Placements for Entrepreneurs in Education (SPEED) project which ran in 13 higher education institutes (HEIs) in the UK between 2006 and 2008. This provided an innovative, action‐learning based route, enabling students to create new business ventures as self‐started work experience. The article uses the case to develop theoretical perspectives on creative entrepreneurship and action learning.

The article draws lessons from the experience of the SPEED programme as an innovative multi‐HEI project, and develops a conceptual model of creative entrepreneurship with illustrative cases. Transferable insights and a model of entrepreneurial action learning illustrate connections between venture formation and “pull” learning.

It is increasingly clear that graduate self‐employment and entrepreneurship must make an essential contribution to educational and economic development in the post‐recessionary economic era, but this is problematic, especially in the creative industries. Recommendations for development based on these models and practices are proposed for educators and policy‐makers.

The article connects action learning with theories of new venture creation and entrepreneurial learning. It develops critical insights and proposes conceptual models of creative enterprise and “pull” learning in venture creation.

The purpose of this paper is to address the increasing demand for entrepreneurship education (EE) across all levels of education globally. Specifically, the need to identify a signature pedagogy for entrepreneurship that can be used in all teaching and learning contexts associated with all forms of EE.

This conceptual paper draws upon the seminal work of Lee Shulman to contemplate and propose a signature pedagogy for EE. Contemporary ideas from the scholarship of teaching and learning (SoTL) literature are also used to develop a sound pedagogical foundation for the approach advocated.

This paper proposes an innovative solution that addresses the challenge of defining what minimally speaking, is EE? The development of a signature pedagogy for EE provides clarity around the challenge of developing a standard minimalist approach to teaching entrepreneurship.

There are important implications that arise from this paper for all educators of entrepreneurship. Most importantly being that we can all share a SoTL regardless of the context of the author’s teaching.

This paper presents new thinking that has the potential to fundamentally reshape how we conceive the process of designing and delivering EE. Importantly, this paper contributes to the future development of SoTL in EE.

The aim of this paper is to respond to the acknowledged dearth of academic discourse on assessment strategies for entrepreneurship education. Using established approaches from design education as its fulcrum, it proposes a generic framework for assessment of “creativity” in an entrepreneurial context.

This primarily constructivist investigation is considered in the context of recent UK discussions, empirical evidence, literature reviews and government policies. It includes the UK's Quality Assurance Agency – Benchmark Statement for the UK's creative industries and maps the approaches onto entrepreneurship education.

As assessment of ideas generation, innovation and opportunity recognition are, “Central to developing and learning entrepreneurial behaviours”. There are clear parallels between the pedagogic approaches from “design” disciplines and the learning outcomes advocated in generic curriculum development “for” entrepreneurship.

Business school approaches and their associated challenges dominate the entrepreneurship research agenda. Interdisciplinary research, in particular collaborations between the Business and the Creative disciplines, offers opportunities for constructive alignment.

With no intention of “reinventing the wheel”, more adapting and refining it, the paper's primary intention is to offer a springboard of thought from which creative capacity in enterprise education might be enhanced and assessed.

This paper contributes to the ongoing debate surrounding issues of assessment and offers insights into established approaches that have evolved beyond the traditional enterprise education environment, one where credit‐bearing curricula have managed and assessed the creative process effectively.

This paper aims to share the essence of an interview with Rodrigo Varela Villegas, conducted by Santiago Ibarreche. It highlights his passion for academia, his commitment to developing responsible entrepreneurs and commitment to forging and disseminating the entrepreneurial spirit in Colombia, Iberoamerica and the world.

This paper is an interview.

The interview explores Rodrigo’s career, his achievements and continued search for excellence in terms of teaching, research and service in academia. Of relevance are his contributions to the discipline of entrepreneurship through the development and divulging of the concept of entrepreneurial spirit.

The interview in this special section, A Life in Research, brings out an individual scholar’s experience and history, not only as recognition of scholarly impact but also as recognition of the person.

Este artículo comparte la esencia de una entrevista con Rodrigo Varela Villegas, dirigida por Santiago Ibarreche. Destaca su pasión por el mundo académico, su compromiso con el desarrollo de empresarios responsables y su compromiso con la creación y difusión del espíritu empresarial en Colombia, Iberoamérica y el mundo.

Este documento es una entrevista.

La entrevista explora la carrera de Rodrigo; Sus logros y la búsqueda continua de la excelencia en términos de enseñanza, investigación y servicio en el mundo académico. De relevancia son sus contribuciones a la disciplina del espíritu empresarial a través del desarrollo y divulgación del concepto de espíritu emprendedor.

la entrevista en esta sección especial, Una vida en investigación, revela la experiencia y la historia de un académico individual, no solo como reconocimiento del impacto académico, sino también como reconocimiento de la persona.

Educación, Emprendimiento, Colombia, América Latina, Valores familiares

Ponto de vista

Este artigo compartilha a essência de uma entrevista com Rodrigo Varela Villegas, conduzida por Santiago Ibarreche. Ele destaca sua paixão pela academia, seu compromisso com o desenvolvimento de empreendedores responsáveis e o compromisso de forjar e disseminar o espírito empreendedor na Colômbia, na Iberoamérica e no mundo.

Este artigo é uma entrevista.

A entrevista explora a carreira de Rodrigo; suas realizações e busca contínua de excelência em termos de ensino, pesquisa e serviço na academia. De relevância são as suas contribuições para a disciplina de empreendedorismo através do desenvolvimento e divulgação do conceito de espírito empreendedor.

A entrevista nesta seção especial, Uma Vida em Pesquisa, traz à tona a experiência e a história de um acadêmico individual, não apenas como reconhecimento do impacto acadêmico, mas também como reconhecimento da pessoa.

Educação, Empreendedorismo, Colômbia, América Latina, Valores pamiliares

Punto de vista

The purpose of the paper is to explore knowledge accumulation in research on pedagogy in entrepreneurship education, with particular attention to how core journal outlets, core topics and core scholarly works have developed over time.

The authors combine a systematic literature review technique and bibliometric analysis to depict the development of this stream of research in the period 1995–2018.

Findings from the analyses suggests that research addressing pedagogy in entrepreneurship education has developed into a coherent research theme over the past decade, with a noticeable cognitive structure in core research topics and core works, as well as a number of core journal outlets for debates and dissemination of findings.

The study is anchored in a bibliometric research tradition and influenced by the strengths and weaknesses of this approach.

The paper provided contributes to the understanding of knowledge accumulation in research addressing pedagogy in entrepreneurial education.

Research in entrepreneurship education faces substantial tensions and methodological challenges. Building on a review of extant empirical studies in the field, the purpose of this paper is to develop an integrative methodological framework for studying entrepreneurship education. Central questions are: What forms of entrepreneurship education research exist? Which data sources, research methods and approaches are used in this research? What are the methodological strengths and weaknesses of entrepreneurship education research? How can entrepreneurship education research be improved methodologically?

The paper combines a literature review with a conceptual discussion. The review identifies 88 journal articles reporting empirical studies of entrepreneurship education published between 2002 and 2012. The literature is coded according to method used, type of study, data collection and analysis techniques. From the analysis of the reviewed literature, a conceptual discussion of the advantages and drawbacks of various methods is undertaken, and an integrated approach to entrepreneurship education research is proposed.

Research in entrepreneurship education is fragmented both conceptually and methodologically. Findings suggest that the methods applied in entrepreneurship education research cluster in two groups: first, quantitative studies of the extent and effect of entrepreneurship education; and second, qualitative single case studies of different courses and programmes. Benefits and drawbacks haunt both clusters. Quantitative studies bring objectivity, comparability and generalizability, but show limited appreciation of the heterogeneity of the education they seek to measure. Qualitative single case studies are ripe with contextually sensitive descriptions and best pedagogical practices, but suffer from limited comparability and generalizability as well as severe biases of teacher-researcher conflation.

The suggested methodological framework builds on a systematic review of the research methods applied in extant entrepreneurship education research. It integrates qualitative and quantitative techniques, the use of research teams consisting of insiders (teachers studying their own teaching) and outsiders (research collaborators studying the education) as well as multiple types of data. To gain both in-depth and analytically generalizable studies of entrepreneurship courses and programmes, the suggested framework integrates the empirical sensitivity of qualitative techniques and diverse research positions, with the rigour of quantitative measures. The authors argue that studies of entrepreneurship education benefit from this integration. Furthermore, the authors describe a variety of helpful methods, explore the potential relation between insiders and outsiders in the research process and discuss how different types of data can be combined. The integrated framework urges researchers to extend investments in methodological efforts and to enhance the in-depth understanding of the dynamics and challenges of teaching entrepreneurship.

Fifty eight per cent of reporting companies have a shortage of skilled workers and 64 per cent of manufacturers believe entry‐level workers lack the necessary skills to positively impact their company. The most recent reports estimate that employers spend around one per cent of payroll on training. Lack of investment in training is an often‐cited reason why companies in the USA. are losing market share to foreign competitors. This study provides data regarding the extent to which training is conducted, formally and informally, in a sample of small businesses. According to the results of the study and a review of current literature, employees need training in a variety of areas and are not receiving adequate training in today’s small business environment. The study specifically includes information with respect to: (1) the types of training that small business owners believe they need to be more successful; (2) the various training methods currently used in training both employees and managers; and (3) the primary training resources used by the small businesses. The study was intended not only to determine what is happening in training and development in small businesses, but also to make owner‐managers more aware of the importance of training to their long‐term success. If owner‐managers of small businesses worldwide both read and apply the results of the study to their own individual small businesses, they could be expected to increase the level of their training programmes and change their overall attitude towards the importance of training.