Pub Date : 2022-07-21DOI: 10.1177/09713557221107434
Michael H. Morris
The discipline of entrepreneurship has witnessed significant progress over the past 25 years in terms of the introduction of new courses and degree programmes in universities across the globe. At the same time, the question of what should be taught in basic or foundational entrepreneurship courses remains an open issue. As a result, it is unclear how such topics as the entrepreneurial mindset or the development of entrepreneurial competencies should be approached, and whether topics such as the lean start up or the business plan should be included. Without clear direction on what should be taught, pedagogical discussions regarding how these courses are delivered, such as the relative emphasis on experiential learning, are problematic. This article suggests the question of content in foundational courses in entrepreneurship rests upon the question of whether the educator seeks to teach students about entrepreneurship, or rather, how to become an entrepreneur. A framework is introduced for determining priorities when deciding upon course content. Attention is devoted to seven decision variables for use in determining what to include in a foundational course, and guidance is provided for how one might approach each of these variables. Using this framework, educators can address a number of other issues surrounding foundational courses, including treatments of different contexts for entrepreneurship and the employment of different pedagogical approaches to content delivery.
{"title":"Re-thinking Content: Teaching Students About Entrepreneurship Versus How to Be an Entrepreneur","authors":"Michael H. Morris","doi":"10.1177/09713557221107434","DOIUrl":"https://doi.org/10.1177/09713557221107434","url":null,"abstract":"The discipline of entrepreneurship has witnessed significant progress over the past 25 years in terms of the introduction of new courses and degree programmes in universities across the globe. At the same time, the question of what should be taught in basic or foundational entrepreneurship courses remains an open issue. As a result, it is unclear how such topics as the entrepreneurial mindset or the development of entrepreneurial competencies should be approached, and whether topics such as the lean start up or the business plan should be included. Without clear direction on what should be taught, pedagogical discussions regarding how these courses are delivered, such as the relative emphasis on experiential learning, are problematic. This article suggests the question of content in foundational courses in entrepreneurship rests upon the question of whether the educator seeks to teach students about entrepreneurship, or rather, how to become an entrepreneur. A framework is introduced for determining priorities when deciding upon course content. Attention is devoted to seven decision variables for use in determining what to include in a foundational course, and guidance is provided for how one might approach each of these variables. Using this framework, educators can address a number of other issues surrounding foundational courses, including treatments of different contexts for entrepreneurship and the employment of different pedagogical approaches to content delivery.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90447670","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 : 2022-07-07DOI: 10.1177/09713557221107435
R. Smilor
How can entrepreneurship teachers unleash the creativity of each one of their students so that their students actually think and act entrepreneurially? This article emphasises that entrepreneurship teachers must implement three requirements for a creative classroom: develop an experimental attitude, practice improvisational behaviour and implement an unconventional structure. An experimental attitude requires a willingness to be wrong; improvisational behaviour demands a ‘Yes, And’ philosophy; an unconventional structure focuses on a different course design. This article presents specific insights, practical exercises, and concrete approaches for entrepreneurship teachers to conduct a more creative classroom (this article is excerpted from a forthcoming book: Ray Smilor (2022, Fire in the classroom: Creativity, entrepreneurship and the craft of teaching, Rowman & Littlefield).
{"title":"The Creative Classroom","authors":"R. Smilor","doi":"10.1177/09713557221107435","DOIUrl":"https://doi.org/10.1177/09713557221107435","url":null,"abstract":"How can entrepreneurship teachers unleash the creativity of each one of their students so that their students actually think and act entrepreneurially? This article emphasises that entrepreneurship teachers must implement three requirements for a creative classroom: develop an experimental attitude, practice improvisational behaviour and implement an unconventional structure. An experimental attitude requires a willingness to be wrong; improvisational behaviour demands a ‘Yes, And’ philosophy; an unconventional structure focuses on a different course design. This article presents specific insights, practical exercises, and concrete approaches for entrepreneurship teachers to conduct a more creative classroom (this article is excerpted from a forthcoming book: Ray Smilor (2022, Fire in the classroom: Creativity, entrepreneurship and the craft of teaching, Rowman & Littlefield).","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76689738","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 : 2022-07-07DOI: 10.1177/09713557221107444
Sunil Shukla, A. Dwivedi, S. Acharya
Economies across the globe believe in entrepreneurship as an important component for economic development because it is helping countries to solve problems like unemployment or underemployment. As countries make policies and support systems to strengthen their entrepreneurial ecosystems for accelerated growth of their economies, they are increasingly focusing on entrepreneurship education (EE). This article explores various issues related to EE, pedagogies and ecosystems. With the help of survey technique, data of 157 respondents were collected. The article serves as a benchmark on university/institutes’ target group for EE, types of modules used, various supports provided by these universities/institutes to the target groups, preferences for teaching pedagogies and, most importantly, how the outcomes of EE are measured. Based on the findings, the article concludes with some recommendations to strengthen EE in India and in other regions of the globe.
{"title":"Entrepreneurship Teaching in India and the Region","authors":"Sunil Shukla, A. Dwivedi, S. Acharya","doi":"10.1177/09713557221107444","DOIUrl":"https://doi.org/10.1177/09713557221107444","url":null,"abstract":"Economies across the globe believe in entrepreneurship as an important component for economic development because it is helping countries to solve problems like unemployment or underemployment. As countries make policies and support systems to strengthen their entrepreneurial ecosystems for accelerated growth of their economies, they are increasingly focusing on entrepreneurship education (EE). This article explores various issues related to EE, pedagogies and ecosystems. With the help of survey technique, data of 157 respondents were collected. The article serves as a benchmark on university/institutes’ target group for EE, types of modules used, various supports provided by these universities/institutes to the target groups, preferences for teaching pedagogies and, most importantly, how the outcomes of EE are measured. Based on the findings, the article concludes with some recommendations to strengthen EE in India and in other regions of the globe.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88064895","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 : 2022-07-07DOI: 10.1177/09713557221107436
Rebecca J. White, Giles T. Hertz
The efficacy of experiential entrepreneurship education is often dependent upon students’ ability to identify a viable entrepreneurial opportunity early in the class or programme. Yet students often struggle with this process for a wide variety of reasons. Translating theory into the classroom may be considered a pathway to provide educators with the tools they need to help students enhance their opportunity recognition skills. In this article, we first review theories of opportunity recognition and challenges associated with teaching this topic. We then offer a pedagogy that addresses the content indicated by theory, a method of teaching the topic and propose an assessment structure. Within the pedagogical model provided, educators have the freedom to incorporate their preferred individual instructional tools to meet the needs of their learner audiences and to allow them to take advantage of their own personal resources.
{"title":"Teaching Opportunity Recognition: Meeting the Challenges of Message, Method and Measurement","authors":"Rebecca J. White, Giles T. Hertz","doi":"10.1177/09713557221107436","DOIUrl":"https://doi.org/10.1177/09713557221107436","url":null,"abstract":"The efficacy of experiential entrepreneurship education is often dependent upon students’ ability to identify a viable entrepreneurial opportunity early in the class or programme. Yet students often struggle with this process for a wide variety of reasons. Translating theory into the classroom may be considered a pathway to provide educators with the tools they need to help students enhance their opportunity recognition skills. In this article, we first review theories of opportunity recognition and challenges associated with teaching this topic. We then offer a pedagogy that addresses the content indicated by theory, a method of teaching the topic and propose an assessment structure. Within the pedagogical model provided, educators have the freedom to incorporate their preferred individual instructional tools to meet the needs of their learner audiences and to allow them to take advantage of their own personal resources.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84561258","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 : 2022-07-03DOI: 10.1177/09713557221107443
Stacy Landreth Grau, Tracey Rockett
Design thinking (also known as human-centred design) is a creative problem-solving framework that focuses on developing user-centred, effective solutions to well-defined problems. Given the focus in entrepreneurship education on factors like idea generation and opportunity recognition, design thinking is especially important. While popular in several fields such as engineering, business and computer science, the authors have developed a framework to help faculties use the principles of design thinking to design more effective and highly engaging student experiences in and out of the classroom. Called the Design Framework for Student Engagement (DFSE), the article outlines the key premises of the framework as well as the tools and strategies that teachers can use to create engaging student experiences.
{"title":"Creating Student-centred Experiences: Using Design Thinking to Create Student Engagement","authors":"Stacy Landreth Grau, Tracey Rockett","doi":"10.1177/09713557221107443","DOIUrl":"https://doi.org/10.1177/09713557221107443","url":null,"abstract":"Design thinking (also known as human-centred design) is a creative problem-solving framework that focuses on developing user-centred, effective solutions to well-defined problems. Given the focus in entrepreneurship education on factors like idea generation and opportunity recognition, design thinking is especially important. While popular in several fields such as engineering, business and computer science, the authors have developed a framework to help faculties use the principles of design thinking to design more effective and highly engaging student experiences in and out of the classroom. Called the Design Framework for Student Engagement (DFSE), the article outlines the key premises of the framework as well as the tools and strategies that teachers can use to create engaging student experiences.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76659393","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 : 2022-07-03DOI: 10.1177/09713557221107437
G. Fisher
Case study teaching is important in entrepreneurship classrooms. The typical way to use a case study to teach is to require students to read a written case study before class and then facilitate a discussion in class about the issues in the case study. However, there are innovative means beyond using case studies in this traditional way. An entrepreneurship classroom is the ideal setting to experiment with such innovations. Entrepreneurship educators can innovate by using novel and creative delivery modes to facilitate case study discussions in class. They can also apply new case study formats so that students learn from case study teaching in different ways from the traditional written approach. This article describes innovative case study delivery modes and formats in detail and outlines what can be done to effectively implement them when teaching entrepreneurship.
{"title":"Novel and Creative Ways to Use Case Studies to Teach Entrepreneurship","authors":"G. Fisher","doi":"10.1177/09713557221107437","DOIUrl":"https://doi.org/10.1177/09713557221107437","url":null,"abstract":"Case study teaching is important in entrepreneurship classrooms. The typical way to use a case study to teach is to require students to read a written case study before class and then facilitate a discussion in class about the issues in the case study. However, there are innovative means beyond using case studies in this traditional way. An entrepreneurship classroom is the ideal setting to experiment with such innovations. Entrepreneurship educators can innovate by using novel and creative delivery modes to facilitate case study discussions in class. They can also apply new case study formats so that students learn from case study teaching in different ways from the traditional written approach. This article describes innovative case study delivery modes and formats in detail and outlines what can be done to effectively implement them when teaching entrepreneurship.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83485883","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 : 2022-07-03DOI: 10.1177/09713557221107433
R. Smilor
{"title":"Introduction to Entrepreneurship and the Craft of Teaching","authors":"R. Smilor","doi":"10.1177/09713557221107433","DOIUrl":"https://doi.org/10.1177/09713557221107433","url":null,"abstract":"","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83861371","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 : 2022-07-01DOI: 10.1177/09713557221096747
Liat Ramati-Navon, A. Carmeli, G. Menahem
A growing interest has recently been directed to the ways by which organisations and leaders can drive individual intrapreneurship (intra-organisational entrepreneurship). However, this research has been slow to accumulate, particularly regarding how leaders motivate employees to engage in intrapreneurial behaviours. It adopts a relational leadership theory to guide and integrate research on inclusiveness, regulatory focus and work engagement to develop and test a mechanisms model that explains why inclusive leadership facilitates intrapreneurial behaviours. Structural equation modeling and meta-analysis results of multiple studies across settings in two countries indicate that psychological availability, openness to experience and promotion gains are key mechanisms whereby inclusive leadership influences intrapreneurship. In addition, psychological availability was positively related to gains, whereas other sub-dimensions of regulatory focus theory did not show a similar pattern. Our findings also indicate a positive interactive influence of openness to experience and promotion gains on intrapreneurship. This study advances the literatures of leadership and intrapreneurship by revealing the mechanisms whereby inclusive leadership facilitates employee intrapreneurial behaviours.
{"title":"Inclusiveness and Intrapreneurial Behaviours in Organisations","authors":"Liat Ramati-Navon, A. Carmeli, G. Menahem","doi":"10.1177/09713557221096747","DOIUrl":"https://doi.org/10.1177/09713557221096747","url":null,"abstract":"A growing interest has recently been directed to the ways by which organisations and leaders can drive individual intrapreneurship (intra-organisational entrepreneurship). However, this research has been slow to accumulate, particularly regarding how leaders motivate employees to engage in intrapreneurial behaviours. It adopts a relational leadership theory to guide and integrate research on inclusiveness, regulatory focus and work engagement to develop and test a mechanisms model that explains why inclusive leadership facilitates intrapreneurial behaviours. Structural equation modeling and meta-analysis results of multiple studies across settings in two countries indicate that psychological availability, openness to experience and promotion gains are key mechanisms whereby inclusive leadership influences intrapreneurship. In addition, psychological availability was positively related to gains, whereas other sub-dimensions of regulatory focus theory did not show a similar pattern. Our findings also indicate a positive interactive influence of openness to experience and promotion gains on intrapreneurship. This study advances the literatures of leadership and intrapreneurship by revealing the mechanisms whereby inclusive leadership facilitates employee intrapreneurial behaviours.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84394354","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 : 2022-07-01DOI: 10.1177/09713557221096874
S. Riasudeen, Himmat Singh Ratnoo, M. Kannadhasan, Pankaj Singh
The study investigates the role of risk perception in mediating the association of certain important cognitive biases such as overconfidence, illusion of control, optimism and planning fallacy with new venture creation. The study collected responses through questionnaires from 375 entrepreneurs in Central India. Partial least squares path modelling has been used to gauge the way these variables are connected. This study finds only the illusions of control and optimism to have lowered the perceptions of risk, and this lowering has resulted in the creation of a new venture. However, contrary to past studies, overconfidence and planning fallacy are directly linked with the decision to start a new project. Careful assessment of the levels of risk perception may enable entrepreneurs to minimise the cognitive biases, and they can constructively get engaged in the performance of the venture.
{"title":"Risk Perception as a Mediator in Explaining the Relationship of Cognitive Biases and New Venture Creation","authors":"S. Riasudeen, Himmat Singh Ratnoo, M. Kannadhasan, Pankaj Singh","doi":"10.1177/09713557221096874","DOIUrl":"https://doi.org/10.1177/09713557221096874","url":null,"abstract":"The study investigates the role of risk perception in mediating the association of certain important cognitive biases such as overconfidence, illusion of control, optimism and planning fallacy with new venture creation. The study collected responses through questionnaires from 375 entrepreneurs in Central India. Partial least squares path modelling has been used to gauge the way these variables are connected. This study finds only the illusions of control and optimism to have lowered the perceptions of risk, and this lowering has resulted in the creation of a new venture. However, contrary to past studies, overconfidence and planning fallacy are directly linked with the decision to start a new project. Careful assessment of the levels of risk perception may enable entrepreneurs to minimise the cognitive biases, and they can constructively get engaged in the performance of the venture.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88629096","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 : 2022-07-01DOI: 10.1177/09713557221110321
Koustav Das
Aseem Chauhan, Manoj Joshi, Ashok Kumar and Suhayl Abidi, How to Thrive as a Start-up in an Uncertain World: VUCA in Start-ups. Jaico Publishing House, 2022, 300 pp., ₹395 (paperback). ISBN-10: 9391019439.
{"title":"Book review: Aseem Chauhan, Manoj Joshi, Ashok Kumar and Suhayl Abidi, How to Thrive as a Start-up in an Uncertain World: VUCA in Start-ups","authors":"Koustav Das","doi":"10.1177/09713557221110321","DOIUrl":"https://doi.org/10.1177/09713557221110321","url":null,"abstract":"Aseem Chauhan, Manoj Joshi, Ashok Kumar and Suhayl Abidi, How to Thrive as a Start-up in an Uncertain World: VUCA in Start-ups. Jaico Publishing House, 2022, 300 pp., ₹395 (paperback). ISBN-10: 9391019439.","PeriodicalId":43362,"journal":{"name":"New Space-The Journal of Space Entrepreneurship and Innovation","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84349229","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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