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1 – 10 of over 1000
Article
Publication date: 3 November 2021

Michael Breum Ramsgaard and Per Blenker

The importance of contextualizing theory development in entrepreneurship education has recently been raised. Nevertheless, efforts often lead to rather decontextualized concepts…

Abstract

Purpose

The importance of contextualizing theory development in entrepreneurship education has recently been raised. Nevertheless, efforts often lead to rather decontextualized concepts and generic theories that are unable to bring together the complexities of applying entrepreneurship education to particular institutional logics and local pedagogical understandings. Based on a narrow and selective literature review, this study aims to identify and reconstruct how entrepreneurship education can adjust to the disciplines in which it unfolds. To contribute to transcending this dilemma, this article raises the following question: How can entrepreneurship education be understood in a differentiated manner and contextually reconstructed to the many disciplines and professions in which it unfolds?

Design/methodology/approach

The study follows the general idea of an integrative literature review, meaning that a few references, in particular Jones' work on a signature pedagogy for entrepreneurship education, led to a deeper search of the older background literature from Shulman on the idea of a signature pedagogy for professions.

Findings

The authors identify three existing notions (MK-0, MK-1 and MK-2) of signature pedagogy within entrepreneurship education and propose a fourth notion that combines the established understandings into a signature pedagogy, MK-3, in which entrepreneurship education should be adjusted to the disciplines in which it unfolds, by integrating and balancing general, disciplinary/professional and entrepreneurial purposes of education.

Originality/value

Accepting that context matters to entrepreneurship education creates a need for understanding the contextual influence on pedagogies. The paper contributes by establishing a theory-based framework that can help educators formulate and balance general, professional and entrepreneurial purposes of education, depending on the particular context of their educational activities. Furthermore, the paper is a call to action for additional scholarship that identifies avenues for future research.

Details

Journal of Small Business and Enterprise Development, vol. 29 no. 2
Type: Research Article
ISSN: 1462-6004

Keywords

Open Access
Article
Publication date: 16 February 2023

Maria Ripollés and Andreu Blesa

The role of entrepreneurship education in promoting entrepreneurial actions remains unclear. The purpose of this paper is to investigate the logic of different types of…

2755

Abstract

Purpose

The role of entrepreneurship education in promoting entrepreneurial actions remains unclear. The purpose of this paper is to investigate the logic of different types of entrepreneurship education and the effect of learning characteristics in promoting entrepreneurial actions among student entrepreneurs in the higher education setting.

Design/methodology/approach

The study employs a quantitative approach involving the use of survey data collected via an Internet tool. The constructs of variables are measured using previously tested scales. The data were analysed using partial least squares modelling because it can handle formative and reflective constructs in the same model and is capable of testing for moderation.

Findings

The findings illustrate that voluntary entrepreneurship education generates learning outcomes in terms of students' entrepreneurial actions, which is important because without action, a venture will never be launched. This is especially so if students show a deep learning orientation, while mastery motivation showed a significant and negative moderating effect. This is not the case for compulsory entrepreneurship education.

Originality/value

Embedded in construal level theory, this paper offers knowledge that can help to advance entrepreneurship education research (1) by uncovering the role of different types of entrepreneurship education interventions, (2) by considering students' entrepreneurial actions as the dependent variable and (3) by unravelling the role of students' learning characteristics in the efficacy of entrepreneurship education interventions. By doing this, the study addresses recent repeated calls for more fine-grained research focused on how university students learn in entrepreneurship in higher education and its effects.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 29 no. 7
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 29 March 2024

Carolin Decker-Lange, Knut Lange and Andreas Walmsley

The purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United…

Abstract

Purpose

The purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United Kingdom (UK).

Design/methodology/approach

The study draws on a thematic content analysis of semi-structured interviews with 45 professionals in UK HE, representing the “supply” side of EE.

Findings

The findings demonstrate a unidirectional link between EE and employability outcomes. This link is affected by societal, stakeholder-related, and teaching and learning-related factors.

Research limitations/implications

Although the value of universities’ initiatives connecting EE and employability for economic development is emphasized, the study does not provide direct empirical evidence for this effect. Macroeconomic research is needed.

Practical implications

EE and employability would benefit from knowledge exchange between universities’ stakeholders and a broader understanding of what constitutes a valuable graduate outcome.

Social implications

The study reveals the benefits of EE on a micro level. Participation in EE supports the connection between individual investments in HE and employability.

Originality/value

Based on human capital theory, many policymakers regard EE as a vehicle through which the relationship between investments in HE and career success on a micro level and economic growth on a macro level can be nurtured. Challenging this logic, the study highlights the potential of institutional theory to explain a contextualization of the link between EE and employability on a national level.

Details

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

Keywords

Article
Publication date: 25 July 2019

Suhaib Aamir, Nuray Fatma Atsan and Ayfer Ferda Erdem

The purpose of this paper is to discuss the course of entrepreneurship education (EE) research within the framework of entrepreneurship. The study is based on the results of…

Abstract

Purpose

The purpose of this paper is to discuss the course of entrepreneurship education (EE) research within the framework of entrepreneurship. The study is based on the results of previous research published in the annual double special issues of Education + Training (E+T) journal. In this context, it examines the role of EE at different levels of education; EE interactions and approaches; the effects of the variety of variables on EE; and the grouping of these variables into clusters.

Design/methodology/approach

The study uses literature review to categorize 59 papers into clusters based on the associations of different variables to EE which have been extracted from the annual double special issues of E+T journal. These special issues were published during the period of 2011–2018. All the reviewed papers were empirical in nature.

Findings

The study has identified 47 variables from 59 empirical papers, which have been grouped into 6 clusters around EE. Based on different levels of studies such as primary, secondary and tertiary levels, the examined papers discuss a variety of variables with reference to their positive, negative, significant or non-significant relationships to EE.

Originality/value

The paper demonstrates the progress of the knowledge produced with regard to EE research in recent years. It is among the very few studies to focus on the discrete collection of special issue papers.

Article
Publication date: 15 July 2019

Alex Maritz, Quan Nguyen and Martin Bliemel

The purpose of this paper is to evaluate the status of entrepreneurship education (EE) in Australia, replicating and expanding a similar study in 2015. The aim is to review…

Abstract

Purpose

The purpose of this paper is to evaluate the status of entrepreneurship education (EE) in Australia, replicating and expanding a similar study in 2015. The aim is to review neoteric global best practice EE initiatives, enabling the examination and embedding of EE offerings and initiatives at all 40 higher education institutions (HEIs) in Australia.

Design/methodology/approach

The authors introduce a review of prominent and recent global EE scholarship, enabling an iterative and emergent inquiry perspective aligned to inductive and nascent multi-method empirical research associated with theoretical underpinnings of symbolic and substantive management theory.

Findings

This paper highlights the sparse and inconsistent distribution of EE programs and initiatives across all 40 Australian HEIs, particularly against the backdrop of rapidly expanding start-up and entrepreneurship ecosystems. Furthermore, outcomes provide best practice EE initiatives, which included staff mobility and transferability of skills. HEIs in Australia are experiencing a moderate EE boom, albeit marginally down on global EE transformation initiatives.

Research limitations/implications

Limitation of the data is subject to availability and accuracy of online documents and material resources, although implications have been mitigated using multi-method research design.

Practical implications

The findings provide critical grounding for researchers, practitioners and HEIs wishing to enhance EE within ever-expanding entrepreneurship ecosystems.

Originality/value

This study is the first multi-methods inquiry into the status of EE in Australia, consisting of quantitative, qualitative and algorithmic methods.

Details

Education + Training, vol. 61 no. 6
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 21 August 2017

Yen-Chun Jim Wu and Tienhua Wu

The purpose of this paper is to systematically review the literature on entrepreneurship education (EE) in the Asia Pacific spanning a ten-year publishing period. The results of…

1472

Abstract

Purpose

The purpose of this paper is to systematically review the literature on entrepreneurship education (EE) in the Asia Pacific spanning a ten-year publishing period. The results of previous EE research are summarily analyzed and the key themes are critically addressed.

Design/methodology/approach

This paper presents a systematic literature review of EE articles published from 2007 to 2016 in peer-reviewed, English-speaking journals that are available on the Scopus database. Frequency, bibliometrical data, and research content of the literature review are analyzed.

Findings

Research in this area is experiencing a steady growth, and a small percentage of scholars or countries in the Asia Pacific are found to make significant contributions to a body of knowledge on EE. The findings also show that the majority of studies lack theoretical legitimacy on the definition of EE and its underpinning theories; however, some articles consider an institutional or contextual perspective on EE, present individual-centered pedagogy in a traditional educational context, or indicate the intertwined connections between EE initiatives and economic growth. Thus, the findings manifest EE research in the Asia Pacific as relatively limited across research agenda, viewpoints, and levels.

Research limitations/implications

Based on the discussion on key themes, a multi-faceted and multi-tier perspective and a longitudinal study are suggested to provide broader and deeper understanding of the complexities in EE provision and its role in the relationship with national entrepreneurship. Thus, the gap between Western/Asian research contexts and enabling a common evolving body of knowledge can be bridged.

Practical implications

This study provides valuable insights that can aid educators and policymakers to establish and improve EE design and operations. This study would benefit EE systems in countries of the Asia Pacific region and should improve their practical outcomes. The relevance of integrating functional, personality, and behavioral views into EE development seems difficult but is suitable for EE advancements, thereby boosting the acceptance of entrepreneurship in society and subsequently impacting the economic development of a country.

Originality/value

This study is the first literature review on EE research in the Asia Pacific; it provides a summary analysis of the current state of EE and future directions in theory and practice.

Details

Management Decision, vol. 55 no. 7
Type: Research Article
ISSN: 0025-1747

Keywords

Article
Publication date: 10 October 2016

Stephanie Alexandra Macht and Steve Ball

This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established…

1515

Abstract

Purpose

This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories.

Design/methodology/approach

A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment.

Findings

It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity.

Practical implications

The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education.

Originality/value

By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship.

Details

Education + Training, vol. 58 no. 9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 28 April 2022

Christoph Viebig

Current research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of…

742

Abstract

Purpose

Current research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.

Design/methodology/approach

The author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.

Findings

The findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.

Originality/value

The paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.

Details

Education + Training, vol. 64 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 12 January 2021

Kim Hoe Looi and Alex Maritz

This study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private…

Abstract

Purpose

This study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.

Design/methodology/approach

This study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.

Findings

The findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.

Research limitations/implications

The findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.

Practical implications

The findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.

Originality/value

This study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

Article
Publication date: 21 May 2020

Sucheta Agarwal, Veland Ramadani, Shqipe Gerguri-Rashiti, Vivek Agrawal and Jitendra Kumar Dixit

In India, many promotional policies and educational institutions have focused on entrepreneurship education (EE) for the development of future entrepreneurs. Through the survey…

Abstract

Purpose

In India, many promotional policies and educational institutions have focused on entrepreneurship education (EE) for the development of future entrepreneurs. Through the survey from a region of Uttar Pradesh (UP), India, this paper aims to study the young community’s entrepreneurial attitude (EA) towards entrepreneurship.

Design/methodology/approach

The data was collected from a young community of various universities and colleges in different regions of UP, India to find out that “Does the EE help in developing a positive EA among young community towards entrepreneurship”. Firstly, 23 interviews have been conducted to explore about EE and EA. Further data was collected from 341 respondents through a structured questionnaire and undertaken done with the descriptive analysis: exploratory factor analysis and multiple regression method to explore the result of this study.

Findings

After the analysis, it was found that EE played an important role in developing EA of the young community towards entrepreneurship. All the coefficients in the regression model are positive, which means that all the factors of EE (awareness, enterprise knowledge and practical skills) have a positive impact on EA (affective, cognitive and behavioural).

Practical implications

This study provides a futuristic direction to various academic institutes and government organizations on how they prepare future entrepreneurs by inculcating EA among them. Creative minds generate innovative products and services, create jobs, alleviate poverty and maintain the GDP of a nation.

Originality/value

To the best of the authors’ knowledge, this is the first study to identify the relationship between EE and EA with the help of qualitative and quantitative analyses.

Details

Journal of Enterprising Communities: People and Places in the Global Economy, vol. 14 no. 2
Type: Research Article
ISSN: 1750-6204

Keywords

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