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Article

Gustav Hägg and Agnieszka Kurczewska

The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its…

Abstract

Purpose

The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.

Design/methodology/approach

The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.

Findings

Odigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.

Practical implications

The paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.

Originality/value

By introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

Details

Education + Training, vol. 62 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

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Article

Gustav Hägg and Jonas Gabrielsson

The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.

Abstract

Purpose

The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.

Design/methodology/approach

The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.

Findings

The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.

Originality/value

The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 26 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

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Article

Gustav Hägg and Tobias Schölin

The purpose of this paper is to describe and analyze the foundation of higher education policies that have promoted entrepreneurship in Sweden since the mid-1990s.

Abstract

Purpose

The purpose of this paper is to describe and analyze the foundation of higher education policies that have promoted entrepreneurship in Sweden since the mid-1990s.

Design/methodology/approach

To do this, the authors use Bacchi’s (1999) “What’s the problem?” approach. A central assumption of which is that perceptions of a problem affect how its solution looks. Bacchi’s approach is described as a type of discourse analysis.

Findings

The authors show that problem definition within policies regarding the role and importance of entrepreneurship within higher education has explicitly been directed toward equipping individuals to develop action-orientated skills in the field of entrepreneurship. The equipment of action-oriented skills has implicitly been directed to individuals’ personal initiatives to meet explicit social and collective problems, fueling a neoliberal development and fostering an enterprising culture. The authors also show how policy creates a discourse, which may be characterized as “useful, unreflective citizens.”

Research limitations/implications

The study addresses the implicit steering that is being exercised through policies. This steering needs to be questioned and problematized in order to avoid blindly following the implied course of action.

Originality/value

The study contributes to current understanding of how entrepreneurship in higher education is both governed explicitly and implicitly, by policy, through the creation of new norms in society.

Details

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

Keywords

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Article

Jonas Gabrielsson, Gustav Hägg, Hans Landström and Diamanto Politis

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…

Abstract

Purpose

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.

Design/methodology/approach

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

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.

Research limitations/implications

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

Originality/value

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

Details

Education + Training, vol. 62 no. 9
Type: Research Article
ISSN: 0040-0912

Keywords

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Book part

Benson Honig, Tomas Karlsson and Gustav Hägg

This chapter explores the advantages of newness and positive aspects of resource constraints, critically departing from assumptions of resource constraints and liabilities…

Abstract

This chapter explores the advantages of newness and positive aspects of resource constraints, critically departing from assumptions of resource constraints and liabilities of newness. The chapter is based on a multiple case study consisting of nascent entrepreneurial processes from inexperienced entrepreneurs with severely constrained access to resources. Six theoretical concepts (legitimacy, fashion, flexibility, networks, bootstrapping, and motivation) are developed in the frame of reference. Empirical data is collected on a rich variety of sources, including longitudinal data in the form of weekly logbooks, business plans, theoretical reflections, and additional collected data during the process. Based on this data, the analysis shows that while these entrepreneurs face resource constraints and liabilities of newness, they also use strategies to leverage their constraints and novelty as an advantage in advancing their venturing efforts.

Details

Entrepreneurial Resourcefulness: Competing With Constraints
Type: Book
ISBN: 978-1-78190-018-5

Keywords

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Article

Gustav Hägg and Agnieszka Kurczewska

The quest of this paper is to justify, elaborate and elucidate the concepts of action, experience and reflection, and how they are intertwined when discussing contemporary…

Abstract

Purpose

The quest of this paper is to justify, elaborate and elucidate the concepts of action, experience and reflection, and how they are intertwined when discussing contemporary entrepreneurship education. These concepts have been given a meaning in entrepreneurship education, but have not been discussed in-depth, and by that have been abridged in meaning and purpose, and mostly been treated in isolation from each other.

Design/methodology/approach

The paper is conceptual and takes its starting point in the historical development of the field and discusses the concepts, from philosophical roots and their application, in entrepreneurship education.

Findings

Neither of the discussed concepts are enough to generate learning one by one, as they are intertwined within the learning process that aims to generate knowledge. From this perspective, an understanding of how these concepts work, both individually and in synergy, is of importance for entrepreneurship education.

Research limitations/implications

The discussion presented in this paper may be a starting point for future empirical studies on entrepreneurial learning, by developing the meaning of action, reflections and experience, or by trying to conceptualize them.

Practical implications

The study indicates that entrepreneurship education should not concentrate only on one dimension of the entrepreneurial learning process, as for example on actions, but should try to combine all of its discussed elements.

Originality/value

By exploring the origins and developments around the concepts, the paper brings a deepened understanding of what the field considers as important when learning entrepreneurship. By decomposing and mutually referring the concepts, we contribute to the call of strengthening the theoretical and philosophical understanding in entrepreneurship education.

Details

Education + Training , vol. 58 no. 7/8
Type: Research Article
ISSN: 0040-0912

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Abstract

Details

Education + Training, vol. 61 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

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Abstract

Details

Entrepreneurial Resourcefulness: Competing With Constraints
Type: Book
ISBN: 978-1-78190-018-5

Abstract

Details

The Learning Organization, vol. 25 no. 6
Type: Research Article
ISSN: 0969-6474

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Article

Martin Lackéus, Mats Lundqvist and Karen Williams Middleton

The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift.

Abstract

Purpose

The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift.

Design/methodology/approach

The rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis.

Findings

Patterns in the analysis motivate the articulation of an overarching educational philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift.

Research limitations/implications

Only three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education.

Practical implications

The tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement.

Originality/value

An educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 22 no. 6
Type: Research Article
ISSN: 1355-2554

Keywords

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