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Article
Publication date: 13 July 2015

Katariina Peltonen

The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary…

1689

Abstract

Purpose

The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education.

Design/methodology/approach

The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data.

Findings

The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society.

Research limitations/implications

The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions.

Practical implications

The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes.

Originality/value

The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.

Article
Publication date: 26 July 2018

Martin Toding and Urve Venesaar

The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in…

Abstract

Purpose

The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience.

Design/methodology/approach

The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education.

Findings

The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning.

Practical implications

The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design.

Originality/value

This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.

Details

Education + Training, vol. 60 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 4 March 2014

Simeon Spiteri and Felix Maringe

This study addresses the issue of teaching in entrepreneurship courses in selected European universities in Malta and the UK. The paper aims to explore the views of students in…

Abstract

Purpose

This study addresses the issue of teaching in entrepreneurship courses in selected European universities in Malta and the UK. The paper aims to explore the views of students in different educational institutions about their understanding of entrepreneurship and the pedagogical aspects of teaching it.

Design/methodology/approach

Qualitative case study data were collected through one-to-one interviews with 31 students engaged in entrepreneurship course in four educational institutions in Malta and the UK.

Findings

Students identified four essential components that reflect the nature of entrepreneurial education. These consist of pedagogy, content, assessment and role model lecturer. Pedagogy of entrepreneurial courses was broadly seen as a mixture of traditional teaching and entrepreneurial learning. Students showed a preference for content aimed at developing creativity in practice-based situations. Preferred assessment strategies included individual assignments perceived as useful to deepen the concepts learned and stimulate individual thinking. Role model lecturers are inspiring to students. They should be individuals that are creative, have experience in entrepreneurial roles and hold academic knowledge that is useful to teach about entrepreneurship. There were variations in the views expressed by different groups of students interviewed in this study.

Research limitations/implications

Due to the relatively small sample sizes, this study has limited generalisability implying the need for similar research more broadly across other universities in Europe.

Practical implications

The study proposes a model for enhancing the teaching of entrepreneurial courses in universities in Europe. The model comprises teaching pedagogies responsive to the student learning needs; application of features present in the KTP model and proposes a structure for determining worthwhile knowledge that should be delivered in adherence to students learning needs.

Originality/value

This study expands the understanding of the learning process of students and provides a methodological framework that can be used to research entrepreneurial education.

Details

Journal of Enterprising Communities: People and Places in the Global Economy, vol. 8 no. 1
Type: Research Article
ISSN: 1750-6204

Keywords

Article
Publication date: 1 January 2006

Jarna Heinonen and Sari‐Anne Poikkijoki

The purpose of this paper is to explore the entrepreneurial‐directed approach to entrepreneurship education by discussing different teaching techniques aimed at infusing…

13986

Abstract

Purpose

The purpose of this paper is to explore the entrepreneurial‐directed approach to entrepreneurship education by discussing different teaching techniques aimed at infusing entrepreneurial skills and behaviour among students in the university setting.

Design/methodology/approach

The authors experimented with the entrepreneurial‐directed approach in their university‐level teaching, and used a combination of qualitative research methods and observation techniques to evaluate its feasibility and applicability. Information sources analysed include written material, e.g. learning diaries provided by the students, teachers' observations, and group discussions during the programme.

Findings

The study provides information on recent studies on entrepreneurship emphasising the core role of opportunity – discovering, evaluating and exploiting it – and reviews teaching techniques currently used in entrepreneurship education. The entrepreneurial‐directed approach seems to be well suited to the teaching situation as it encourages students to broaden their perspectives, and also to develop the entrepreneurial skills and behaviour required for their studies.

Practical implications

The paper provides a useful source of information for teachers interested in developing a more entrepreneurial approach, as well as for academics interested in the substance and nature of entrepreneurship education. The approach represents an experiential learning challenge to teachers and students in that it decreases the predictability and control of the teaching situation, on the other hand, increases the interest in learning and teaching.

Originality/value

The value of the approach is in integrating knowledge, experience and action within one entrepreneurship programme.

Details

Journal of Management Development, vol. 25 no. 1
Type: Research Article
ISSN: 0262-1711

Keywords

Open Access
Article
Publication date: 21 March 2023

Shahrokh Nikou, Candida Brush and Birgitte Wraae

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning

1640

Abstract

Purpose

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

Design/methodology/approach

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

Findings

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

Originality/value

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 29 no. 11
Type: Research Article
ISSN: 1355-2554

Keywords

Book part
Publication date: 1 January 2014

Eva Leffler and Åsa Falk-Lundqvist

This study puts focus on teaching and learning attitudes in two schools, one in England and other in Sweden. The purpose is to highlight and problematize teaching and learning in…

Abstract

This study puts focus on teaching and learning attitudes in two schools, one in England and other in Sweden. The purpose is to highlight and problematize teaching and learning in a changing society and find out what happens when two school cultures learn from each other. In Sweden, the attitude is “entrepreneurial learningand in England “personal learning and thinking skills,” different names, but the same underpinning approach to teaching and learning. This chapter is based on an “open” questionnaire, classroom observations and group interviews with teachers. In our way of analyzing the material, we have chosen the concepts dualistic and integrative perspective on knowledge and school development. Following themes was visualized: authority – authoritarian, interest – meaninglessness, and control – trust. Results show both similarities and differences between the two countries. However, the most unexpected result was what the teachers focused on in the classroom. The Swedish teachers paid more attention to the relationship to the students, while the English teachers focused more on the relationship to learning.

Details

International Educational Innovation and Public Sector Entrepreneurship
Type: Book
ISBN: 978-1-78190-708-5

Keywords

Book part
Publication date: 24 May 2017

Alexandros Kakouris

Entrepreneurship education is observed as expanding in both academic and informal settings. Drawing on the Business Schools paradigm, relevant courses deliver contiguous knowledge…

Abstract

Entrepreneurship education is observed as expanding in both academic and informal settings. Drawing on the Business Schools paradigm, relevant courses deliver contiguous knowledge and competencies applicable to new business creation based on cognitive and experiential instruction. Germane studies explore the entrepreneurial intention of trainees as a consequence of the pursued instruction. This chapter follows a more student-centric perspective which supposes the underlying cognitive schemes of trainees and their evolution as primordial structures that are affected through learning. This focus turns the approach into pure constructivism where the Piagetian concepts of assimilation and accommodation underpin learning. Based on a coherent constructivist online environment, that is the TeleCC platform in Greece, evidence for reflection, critical thinking and meta-learning incidents is investigated amongst the trainees’ dialogues and comments. The appearance of these processes verifies the dynamics of constructivist learning and Piaget’s equilibration process. There has been minimal attention in research so far into genuine constructivist signatures relevant to entrepreneurial learning; a gap that motivated the research of this chapter. The features of the learning environment and the facilitating role for the educator are crucial presuppositions for deep constructivist learning processes to occur. Else, instructional interventions favour the customary guidance and knowledge or experience transfer. It is maintained that the constructivist approach is an underdeveloped yet innovative perspective for educational research in entrepreneurship that needs good examples and contextualisation of relevant concepts and processes. Its contribution will be especially important and inclusive for the lifelong learning domain where adult learners participate in with repositories of personal life experiences and crystallised and resistant conceptualisations for the phenomena under consideration.

Details

Entrepreneurship Education
Type: Book
ISBN: 978-1-78714-280-0

Keywords

Article
Publication date: 5 August 2014

Maj-Lis Hörnqvist and Eva Leffler

The purpose of this paper is to uncover the meaning of entrepreneurship in schools and a school leadership which aims to nurture an entrepreneurial attitude. The authors will also…

1450

Abstract

Purpose

The purpose of this paper is to uncover the meaning of entrepreneurship in schools and a school leadership which aims to nurture an entrepreneurial attitude. The authors will also discuss what challenges there could be for principals to lead activities to develop an entrepreneurial attitude to learning and teaching.

Design/methodology/approach

The paper integrates policy documents and scientific material concerning entrepreneurial attitude, leadership and school culture.

Findings

In Sweden as well as internationally there are clear policy intentions for renewal of schoolwork in a more entrepreneurial direction. The most striking challenges for principals are to be enough creative within the boarders set by school authorities when setting vision and goals for the development of their schools to enhance an entrepreneurial attitude, building trust and distributing power among staff, along with having courage to think outside “the box”.

Research limitations/implications

The point of departure is entrepreneurial attitude in education as understood in a Swedish context. International policies as well as research are discussed.

Practical implications

The paper illuminates strategic ways of thinking and acting according to leadership in an entrepreneurial learning school context.

Originality/value

The role of principals as well as the significance of culture in a school context focused on developing an entrepreneurial attitude is quite often discussed in research. School differs from business in that there are more restrictions set by school authorities. The paper shows an undeveloped area which can be useful to identify and problematize challenges for leadership.

Details

Education + Training, vol. 56 no. 6
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 20 February 2024

Li Chen, Dirk Ifenthaler, Jane Yin-Kim Yau and Wenting Sun

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption…

Abstract

Purpose

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

Design/methodology/approach

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Findings

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

Originality/value

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 1 January 2014

Alexander W. Wiseman and Emily Anderson

Much of the literature on innovation and entrepreneurship in education focuses on how external ideas, processes, and techniques can be applied to education systems, schools, and

Abstract

Much of the literature on innovation and entrepreneurship in education focuses on how external ideas, processes, and techniques can be applied to education systems, schools, and classrooms to improve educational performance. Little research, however, addresses the ways that internal ideas, processes, and techniques within educational systems, schools, and classrooms impart innovation and entrepreneurial skills to youth worldwide. This chapter identifies ways that these skills can be developed in youth through mass education systems. Particular attention is given to the ways that youth are prepared to participate in the knowledge economy by becoming information innovators and knowledge entrepreneurs.

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