{"title":"Embedding high-impact enterprise and entrepreneurship education in higher education","authors":"Ann-Louise Davidson, Dawn A Shand","doi":"10.4324/9781315518138-7","DOIUrl":"https://doi.org/10.4324/9781315518138-7","url":null,"abstract":"","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129651879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Sports entrepreneurship and the sporting chance initiative","authors":"Ryan Carenduff, G. Mulholland, J. Turner","doi":"10.4324/9781315518138-8","DOIUrl":"https://doi.org/10.4324/9781315518138-8","url":null,"abstract":"","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122166275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Business Simulation Game (BSG) and its ability to enhance learning","authors":"J. Turner, Goh See Kwong, C. Beard, G. Mulholland","doi":"10.4324/9781315518138-6","DOIUrl":"https://doi.org/10.4324/9781315518138-6","url":null,"abstract":"","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125907788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It can be comprehended that the models and theories which are currently used to reinforce teaching depict the education practices of transmitting knowledge from teacher to students, which is more traditional, linear, input-output construction of teaching that has dominated adult education for decades including the last half century. As numerous studies (e.g. QAA, 2018) emphasizes that both the needs of learner and learning in enterprise and entrepreneurship education (EEE) context is different from other disciplines and mainstream higher education (HE). This requires further development of teaching methods and practices that can encourage the aspirations of the learner in this particular education setting. When investigating the theories and approaches that are used to examine teaching in HE, the relevance and adequacy of them to review teaching practices in this 21 century and EEE context is a question. Thus, the need of new theoretical models and frameworks can be clearly observed. For example, to investigate teacher’s role in EEE setting, there is a need of adopting more context specific, individualfocused research methods. When the recent outcomes associated with the UK higher education are taken into account, there is an emerging key debate; i.e. are universities actually turning off potential entrepreneurs. Whether these outcomes are due to teaching, learning environment or other activities within universities, is still largely a question, hence requires further research to find answers. Introduction There is a rapidly increasing emphasis on the necessity and influence of entrepreneurship (Kuratko and Morris, 2018). This has led to a vigorous, continuing debate among enterprise and entrepreneurship education (EEE) scholars such as Liguori et al., (2018); Birch et al. (2017); Turner and Mulholland (2017); Gibb (2008); Kirby (2007) about how to develop and educate entrepreneurs. The history of entrepreneurship education in HEIs goes back more than seven decades with some of the first entrepreneurship courses began in 1940s (Katz, 2003), however, do the educators today know how to teach entrepreneurship? Is there an agreed approach to teach entrepreneurship? If the educators know it, why only 1.0% of the students start up a business six months after their graduation in UK (see Fig 4), when actually every university in the UK has allocated substantial resources to nurture entrepreneurs? Can the needs of entrepreneurship education be underpinned by general teaching/learning theories in higher education? As Hurney (2012) and Hattie (2003) posit, teaching can actually have a significant impact on students’ development and positively affect their achievements in general, conversely, can teaching have such positive influence on an individual’s entrepreneurial development? The study of Aluthgama-Baduge (2017) finds out that there is still dearth of knowledge in the area of influence of teaching in the development of one’s entrepreneurial skills and a
可以理解，目前用于加强教学的模型和理论描述的是教师向学生传递知识的教育实践，这是一种更传统的、线性的、投入产出的教学结构，在过去的半个世纪里，这种教学结构主导了成人教育几十年。正如众多研究(如QAA, 2018)所强调的那样，企业与创业教育(EEE)背景下的学习者需求和学习都不同于其他学科和主流高等教育(HE)。这需要进一步发展教学方法和实践，在这种特殊的教育环境中鼓励学习者的愿望。当研究用于检验高等教育教学的理论和方法时，它们在21世纪和EEE背景下审查教学实践的相关性和充分性是一个问题。因此，可以清楚地看到需要新的理论模型和框架。例如，为了调查教师在电子电气环境中的角色，需要采用更具体的、以个人为中心的研究方法。如果考虑到最近与英国高等教育相关的结果，就会出现一场关键的辩论;也就是说，大学是否真的把潜在的企业家拒之门外?这些结果是由于教学、学习环境还是大学内部的其他活动，在很大程度上仍然是一个问题，因此需要进一步的研究来找到答案。人们越来越强调创业的必要性和影响力(Kuratko和Morris, 2018)。这导致了企业和创业教育(EEE)学者之间激烈而持续的辩论，如Liguori等人，(2018);Birch et al. (2017);特纳与穆赫兰(2017);吉布(2008);Kirby(2007)关于如何培养和教育企业家。高校创业教育的历史可以追溯到70多年前，最早的一些创业课程始于20世纪40年代(Katz, 2003)，然而，今天的教育工作者知道如何教授创业精神吗?是否有一个公认的方法来教授企业家精神?如果教育工作者知道这一点，为什么在英国只有1.0%的学生在毕业6个月后创业(见图4)，而实际上英国的每一所大学都分配了大量资源来培养企业家?高等教育的一般教学理论能否支撑创业教育的需求?正如Hurney(2012)和Hattie(2003)所提出的，教学实际上对学生的发展有显著的影响，总体上对学生的成就有积极的影响，反之，教学对个人的创业发展是否有这样的积极影响?Aluthgama-Baduge(2017)的研究发现，在教学对一个人的创业技能和属性的发展的影响方面，仍然缺乏知识。此外，在高等教育水平的EEE教学实践的理论和模型中，特别是教学风格、方法和教师在教育过程中的角色，可以注意到知识差距(Aluthgama-Baduge, 2017)。
{"title":"Are the dominant teaching theories in higher education adequate to underpin teaching practices in enterprise and entrepreneurship context?","authors":"Chinthaka Aluthgama-Baduge, G. Mulholland","doi":"10.4324/9781315518138-3","DOIUrl":"https://doi.org/10.4324/9781315518138-3","url":null,"abstract":"It can be comprehended that the models and theories which are currently used to reinforce teaching depict the education practices of transmitting knowledge from teacher to students, which is more traditional, linear, input-output construction of teaching that has dominated adult education for decades including the last half century. As numerous studies (e.g. QAA, 2018) emphasizes that both the needs of learner and learning in enterprise and entrepreneurship education (EEE) context is different from other disciplines and mainstream higher education (HE). This requires further development of teaching methods and practices that can encourage the aspirations of the learner in this particular education setting. When investigating the theories and approaches that are used to examine teaching in HE, the relevance and adequacy of them to review teaching practices in this 21 century and EEE context is a question. Thus, the need of new theoretical models and frameworks can be clearly observed. For example, to investigate teacher’s role in EEE setting, there is a need of adopting more context specific, individualfocused research methods. When the recent outcomes associated with the UK higher education are taken into account, there is an emerging key debate; i.e. are universities actually turning off potential entrepreneurs. Whether these outcomes are due to teaching, learning environment or other activities within universities, is still largely a question, hence requires further research to find answers. Introduction There is a rapidly increasing emphasis on the necessity and influence of entrepreneurship (Kuratko and Morris, 2018). This has led to a vigorous, continuing debate among enterprise and entrepreneurship education (EEE) scholars such as Liguori et al., (2018); Birch et al. (2017); Turner and Mulholland (2017); Gibb (2008); Kirby (2007) about how to develop and educate entrepreneurs. The history of entrepreneurship education in HEIs goes back more than seven decades with some of the first entrepreneurship courses began in 1940s (Katz, 2003), however, do the educators today know how to teach entrepreneurship? Is there an agreed approach to teach entrepreneurship? If the educators know it, why only 1.0% of the students start up a business six months after their graduation in UK (see Fig 4), when actually every university in the UK has allocated substantial resources to nurture entrepreneurs? Can the needs of entrepreneurship education be underpinned by general teaching/learning theories in higher education? As Hurney (2012) and Hattie (2003) posit, teaching can actually have a significant impact on students’ development and positively affect their achievements in general, conversely, can teaching have such positive influence on an individual’s entrepreneurial development? The study of Aluthgama-Baduge (2017) finds out that there is still dearth of knowledge in the area of influence of teaching in the development of one’s entrepreneurial skills and a","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125385697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Placements and EE among engineering students","authors":"Edward Simpson, D. Gilmour, G. Mulholland","doi":"10.4324/9781315518138-9","DOIUrl":"https://doi.org/10.4324/9781315518138-9","url":null,"abstract":"","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122208862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-08DOI: 10.4324/9781315518138-12
Martin Lackéus
This chapter identifies a key future development opportunity for enterprise education through a critical analysis of the definitional foundations of entrepreneurship. Two previously neglected societal purposes of entrepreneurship are shown capable of making enterprise education more applicable and relevant to educational institutions and educational policymakers. When enterprise educators view their mission as being about developing their students’ competencies – both entrepreneurial and others – through opportunities to create value for others, it represents an altruistic and moral turn in entrepreneurship. This marks a departure from the usual economic policy aligned mission of generating job growth and improved employability. It instead makes enterprise education align well with key educational policy priorities such as student learning, study motivation, perceived relevancy of schooling and the inculcation of democratic and communitarian values in students. Implications include a need to move policy efforts around enterprise education from ministries of trade and business to ministries of education, and a need to shift the debate from what educators can do for budding entrepreneurs to what entrepreneurial graduates can do for society.
{"title":"Making enterprise education more relevant through mission creep","authors":"Martin Lackéus","doi":"10.4324/9781315518138-12","DOIUrl":"https://doi.org/10.4324/9781315518138-12","url":null,"abstract":"This chapter identifies a key future development opportunity for enterprise education through a critical analysis of the definitional foundations of entrepreneurship. Two previously neglected societal purposes of entrepreneurship are shown capable of making enterprise education more applicable and relevant to educational institutions and educational policymakers. When enterprise educators view their mission as being about developing their students’ competencies – both entrepreneurial and others – through opportunities to create value for others, it represents an altruistic and moral turn in entrepreneurship. This marks a departure from the usual economic policy aligned mission of generating job growth and improved employability. It instead makes enterprise education align well with key educational policy priorities such as student learning, study motivation, perceived relevancy of schooling and the inculcation of democratic and communitarian values in students. Implications include a need to move policy efforts around enterprise education from ministries of trade and business to ministries of education, and a need to shift the debate from what educators can do for budding entrepreneurs to what entrepreneurial graduates can do for society.","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121406711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-08DOI: 10.4324/9781315518138-10
M. Gyanwali
or called but a in the to and of it as is is undertaken primarily because of its use in the application to industrial art, and every Branch of Art is applicable to Industrial Art. Even china painting classes, introduced in some states as early as the mid-1890s, supposed to have an industrial art basis, along the model of the English artwares studios but the rationale behind this was rather more tenuous.
{"title":"Educating the enterprise","authors":"M. Gyanwali","doi":"10.4324/9781315518138-10","DOIUrl":"https://doi.org/10.4324/9781315518138-10","url":null,"abstract":"or called but a in the to and of it as is is undertaken primarily because of its use in the application to industrial art, and every Branch of Art is applicable to Industrial Art. Even china painting classes, introduced in some states as early as the mid-1890s, supposed to have an industrial art basis, along the model of the English artwares studios but the rationale behind this was rather more tenuous.","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114848101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Expanding entrepreneurship education and engagement with entrepreneurial ecosystems","authors":"D. Audretsch, M. Belitski","doi":"10.4324/9781315518138-2","DOIUrl":"https://doi.org/10.4324/9781315518138-2","url":null,"abstract":"","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128044932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-08DOI: 10.4324/9781315518138-11
C. Brentnall, N. Culkin
{"title":"‘Before university’ provision","authors":"C. Brentnall, N. Culkin","doi":"10.4324/9781315518138-11","DOIUrl":"https://doi.org/10.4324/9781315518138-11","url":null,"abstract":"","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130339882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Enterprise education in the twenty-first century","authors":"G. Mulholland, J. Turner","doi":"10.4324/9781315518138-1","DOIUrl":"https://doi.org/10.4324/9781315518138-1","url":null,"abstract":"","PeriodicalId":118024,"journal":{"name":"Enterprising Education in UK Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127696660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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