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Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.

The purpose of this paper is to identify the key areas of marketing research inefficiencies for marketing education development in Thai colleges and universities so that possibilities of future research development can be encouraged and enhanced. It is a direct reflection of the drivers of marketing in the ASEAN Economic Community (AEC) cross-correlated with issues that affect the development of adult learner curriculums with regard to the level of preparedness of future marketing leaders.

This is a quantitative focus on three different factors, but is not mutually exclusive since some research and reports resulted in multiple responses. Frequency distribution is used with both single and multiple answers.

The data reveals focuses on scholarly excellence from a nationalistic Thai cultural perspective that is devoid of impact to the future Thai social environment.

The limitations are linear showing a unified vision across Thailand’s educational development with little variations in concept and outcome, using only Thai sensibilities as the guidepost for progression.

The benefit garnered from this type of study will be useful for corporate entities looking for trained and prepared marketing leaders of the future in the country of Thailand and throughout the AEC.

The scope is unique with very little likewise research previously conducted, focusing on a more effective model can be seen for Thailand’s future marketing curriculum development.

In this article, we explore some of the barriers that prevent learning about grand challenges. By grand challenges, we refer to transformational social and environmental issues and the critical barriers toward addressing them. Despite recent research contributions, initiatives, and calls for action to focus on such concerns, relatively little is known about the different barriers that hinder learning about grand challenges. To explore these issues, we draw from Rayner’s (2012) concept of uncomfortable knowledge, defined as knowledge that is disagreeable to organizations because it may challenge their value base, self-perception, organizing principles, or sources of legitimacy. Focusing on the example of recent programmatic attempts to advance “responsible education” in business schools, we identify three barriers to learning about grand challenges: Cognitive overload, emotional detachment, and organizational obliviousness. We conclude by outlining several implications on how to overcome these barriers, adding to recent academic and policy debates on how to make business school education more attuned to the transformational and social challenges of our time.

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator's LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

This paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.

We detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.

Students found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.

Our experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.