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Article
Publication date: 2 October 2020

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Robin Bell and Heather Bell

Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic…

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Abstract

Purpose

Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.

Design/methodology/approach

This paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.

Findings

This paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.

Practical implications

The developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).

Originality/value

This paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

Details

Journal of Small Business and Enterprise Development, vol. 27 no. 6
Type: Research Article
DOI: https://doi.org/10.1108/JSBED-01-2020-0012
ISSN: 1462-6004

Keywords

  • Entrepreneurship education
  • Experiential learning
  • Constructivist education
  • Constructivism
  • Transformative learning
  • Educational theory

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Article
Publication date: 8 February 2016

Survey of experiential entrepreneurship education offerings among top undergraduate entrepreneurship programs

Richard Mandel and Erik Noyes

The purpose of this paper is to analyze experiential entrepreneurship education offerings – programs and courses – among the “Top 25” undergraduate schools of…

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Abstract

Purpose

The purpose of this paper is to analyze experiential entrepreneurship education offerings – programs and courses – among the “Top 25” undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to offering experiential entrepreneurship and identify affordable, viable options. Surveying undergraduate program deans, chairs and administrators, the authors inventory and analyze experiences offered in top entrepreneurship programs. The target audience for the research is entrepreneurship education researchers and business program leaders.

Design/methodology/approach

The methodology is a survey approach. A survey was sent to the entrepreneurship program leaders of the “Top 25” business schools according to recently published rankings. In total, 57 percent of the target population responded to the survey.

Findings

The authors find that credit-yielding experiential entrepreneurship offerings are abundant. Yet an array of challenges constrain the growth this mode of delivery – including finding suitable faculty, mentors and other support resources.

Research limitations/implications

A potential limitation of the study is its focus on “Top 25” undergraduate entrepreneurship programs, as this may not be reflective of activity in the wider sample of entrepreneurship programs.

Practical implications

The first inventory of its kind, this study provides vital knowledge about the array of practices by leading programs. The study may be used to drive benchmarking and further innovation by leaders of entrepreneurship programs.

Originality/value

To the best knowledge of the authors, this is the most comprehensive, recent study of undergraduate, experiential entrepreneurship education.

Details

Education + Training, vol. 58 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/ET-06-2014-0067
ISSN: 0040-0912

Keywords

  • Entrepreneurship
  • Entrepreneurship education
  • Experiential education
  • Professional education

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Article
Publication date: 5 June 2017

In-house experiential education after the Greek crisis: recessionary effects on experiential learning design and implementation of an effective vocational training

Albertos Azaria, Efthymios Valkanos and Nick Dukakis

The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on…

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Abstract

Purpose

The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on entrepreneurship and, in particular, the significance of the conditions of the in-house experiential learning effective implementation in the new macroeconomic circumstances.

Design/methodology/approach

An overall theoretical approach is attempted through the bibliographic review and the analysis of selected scientific forums’ data.

Findings

The results of the literature review yielded 24 important factors-prerequisites that influence the implementation of in-house experiential adult education. The importance of the in-house experiential learning and the role of adult educators are emphasized in the direction of the essential skills acquisition that shall provide employees and enterprises with intellectual and practical assistance, so that they may adjust to the new macroeconomic environment.

Practical implications

This effort has provided a number of useful proposals to each recipient involved in adult education and training in order to reinforce the support of the business world as much as possible, especially during the time period of recession, and to reduce unemployment.

Originality/value

Starting from the fact that the macroeconomic recession itself constitutes an inevitable experience of an entire social, economic and educational system, the present study attempts a realistic approach of the significance of in-house experiential education and training in the direction of successful adjustment of enterprises, employees, adult educators and the State itself against the challenges of our times.

Details

Industrial and Commercial Training, vol. 49 no. 5
Type: Research Article
DOI: https://doi.org/10.1108/ICT-04-2017-0029
ISSN: 0019-7858

Keywords

  • Adult vocational training
  • Experiential learning and education
  • Greek macroeconomic crisis and recession
  • In-house experiential education

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Article
Publication date: 7 January 2019

Experiential approaches to sustainability education: towards learning landscapes

Malin Backman, Hannah Pitt, Terry Marsden, Abid Mehmood and Erik Mathijs

This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to…

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Abstract

Purpose

This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested.

Design/methodology/approach

Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals.

Findings

There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective.

Originality/value

The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/IJSHE-06-2018-0109
ISSN: 1467-6370

Keywords

  • Experiential education
  • Experiential learning
  • Learning landscape
  • Higher education for sustainable development
  • Education for sustainable development
  • Sustainability

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Article
Publication date: 11 January 2016

A critical perspective on learning outcomes and the effectiveness of experiential approaches in entrepreneurship education: Do we innovate or implement?

Jonathan M Scott, Andy Penaluna and John L Thompson

The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in…

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Abstract

Purpose

The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation.

Design/methodology/approach

The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations.

Findings

Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation.

Practical implications

Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise.

Originality/value

Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers.

Details

Education + Training, vol. 58 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/ET-06-2014-0063
ISSN: 0040-0912

Keywords

  • Implementation
  • Effectiveness
  • Learning outcomes
  • Entrepreneurship education
  • Innovation
  • experiential

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Article
Publication date: 18 April 2020

Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976

Jayson Seaman, Robert MacArthur and Sean Harrington

The article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential…

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Abstract

Purpose

The article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.

Design/methodology/approach

The article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.

Findings

Building on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.

Research limitations/implications

The Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.

Originality/value

The article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.

Details

History of Education Review, vol. 49 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/HER-07-2019-0024
ISSN: 0819-8691

Keywords

  • Experiential education
  • Outward bound
  • Cold war history
  • Human potential movement
  • Outdoor education

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Article
Publication date: 13 August 2018

Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic

Ralph Nyadu-Addo and Mavis Serwah Benneh Mensah

Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose…

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Abstract

Purpose

Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship.

Design/methodology/approach

The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana.

Findings

The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation.

Research limitations/implications

Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research.

Practical implications

The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics.

Originality/value

The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.

Details

Journal of Small Business and Enterprise Development, vol. 25 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/JSBED-02-2017-0062
ISSN: 1462-6004

Keywords

  • Education
  • Entrepreneurship
  • Development
  • Experiential
  • Clinic

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Book part
Publication date: 11 July 2014

Do University Entrepreneurship Programs Influence Students’ Entrepreneurial Behavior? An Empirical Analysis of University Students in Singapore

Yuen-Ping Ho, Pei-Chin Low and Poh-Kam Wong

This paper investigates empirically the link between entrepreneurship education programs and students’ entrepreneurial behavior, with a particular focus on the distinction…

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Abstract

This paper investigates empirically the link between entrepreneurship education programs and students’ entrepreneurial behavior, with a particular focus on the distinction between experiential and classroom-based education. We introduce a more refined measure of entrepreneurial engagement that combines entrepreneurship intention and actual steps taken to realize that intention. Using data from a survey of 836 students at the National University of Singapore (NUS), we utilize linear regression models to examine not only the direct effect of entrepreneurship education program participation on entrepreneurial engagement, but also its possible interaction effect with several psychological constructs drawn from the Theory of Planned Behavior. The results show that participation in university entrepreneurship programs, especially experiential-learning programs, has significant positive influence on students’ entrepreneurial engagement. Moreover, the effect of program participation is significantly moderated by the students’ attitudes and perceptions. The findings have important practical implications for universities in designing entrepreneurship programs on campus. The study supports the call to move toward hands-on experiential programs as a more effective way for educational institutions to influence students’ entrepreneurial behavior and encourage venture creation activity on campus. We also contribute to the literature by confirming the impact of entrepreneurship education not only on entrepreneurial intentions but also on the concrete steps taken by students toward venture creation.

Details

Innovative Pathways for University Entrepreneurship in the 21st Century
Type: Book
DOI: https://doi.org/10.1108/S1048-473620140000024003
ISBN: 978-1-78350-497-8

Keywords

  • University entrepreneurship programs
  • entrepreneurial behavior
  • entrepreneurial intentions
  • entrepreneurial engagement
  • experiential programs
  • experiential learning

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Book part
Publication date: 23 September 2015

Experiential Learning in Tourism Education: The Case of ITHAS

Nevenka Čavlek

This chapter presents an innovative learning opportunity for tourism students, International Tourism and Hospitality Academy at Sea, that has been in operation for the…

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Abstract

This chapter presents an innovative learning opportunity for tourism students, International Tourism and Hospitality Academy at Sea, that has been in operation for the last 10 years. The program could render itself as a case study of Kolb’s experiential learning theory according to which knowledge is created by transforming experience. Its uniqueness and complexity lie in its diversity. This program has involved between 80 and 130 tourism students yearly from four to six institutions from different countries participating in new scholarly inputs by non-resident professors and instructors.

Details

Tourism Education: Global Issues and Trends
Type: Book
DOI: https://doi.org/10.1108/S1571-504320150000021005
ISBN: 978-1-78350-997-3

Keywords

  • Experiential learning
  • educational voyage
  • field trip
  • interdisciplinary approach

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Book part
Publication date: 9 August 2017

Keeping It Real: The Benefits of Experiential Teaching Methods in Meeting the Objectives of Entrepreneurship Education

Jaime L. Williams and Richard J. Gentry

Entrepreneurship education exists to give provide students the tools and perspective necessary to make an informed decision about when starting a business is right for…

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Abstract

Entrepreneurship education exists to give provide students the tools and perspective necessary to make an informed decision about when starting a business is right for them. It is holistic, giving students a sense for the entire process as well as what it means to be an entrepreneur. It is occasionally technical; it is undoubtedly exciting and complex. Why then does so much of academe employ rote-lecturing techniques to provide this training? Entrepreneurship is a process and a behavior set – not a person-specific attribute. Until students are allowed out of their seats to engage in behaviors other than note taking, they will not understand how to act entrepreneurially. This chapter explores this inconsistency, why traditional approaches are so problematic and modern experiential approaches that can help.

Details

The Great Debates in Entrepreneurship
Type: Book
DOI: https://doi.org/10.1108/S1048-473620170000027003
ISBN: 978-1-78743-076-1

Keywords

  • Experiential education
  • lecturing
  • entrepreneurship education

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