Pub Date : 2024-06-04DOI: 10.1177/25151274241256307
Joseph D. Fox, Luke Pittaway, I. Uzuegbunam
How will instructors effectively manage the use of artificial intelligence (AI) with generative capabilities in entrepreneurship education? This paper introduces a framework to help instructors understand the different roles played by AI and learners as they move through different phases of a learning task. We describe the Artificial Intelligence in Entrepreneurship Education (AIEE) framework to outline the roles and relationships that instructors, students, and AI systems may play as part of a learning task in the classroom. We articulate key takeaways for instructors to recognize the responsibilities that are associated with different roles at different phases of a learning task.
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Pub Date : 2024-06-04DOI: 10.1177/25151274241256313
A. Kwapisz, Kregg Aytes, Scott Bryant, B. Lameres
With the shifting dynamics of the modern workforce, there is a growing recognition of the essential role that an entrepreneurial mindset (EM) plays in shaping future innovators, notably within engineering disciplines. Despite the acknowledged significance of EM, there remains a gap in understanding how it relates to entrepreneurial or intrapreneurial intentions (E/II). This research investigates the link between EM and E/II among business and engineering students. We also analyze how EM changes over time. Our findings indicate that in both domains, ideation correlated with entrepreneurial intentions (EI) and intrapreneurial intentions (II). In both domains, altruism was associated with II. Empathy and interest were related to EI in engineering students, distinct from their business counterparts, whereas open-mindedness and interest correlated with II. These differences emphasize the need for distinct educational strategies to prepare both business and engineering students for their entrepreneurial paths.
随着现代劳动力的动态变化，人们越来越认识到创业心态（EM）在塑造未来创新者，特别是工程学科创新者方面的重要作用。尽管创业心态（EM）的重要性已得到公认，但人们对它与创业或内部创业意向（E/II）之间关系的理解仍然存在差距。本研究调查了商科和工科学生的创业意愿与 E/II 之间的联系。我们还分析了 EM 如何随时间而变化。我们的研究结果表明，在这两个领域中，意念都与创业意向（EI）和企业内意向（II）相关。在这两个领域中，利他主义都与 II 相关。工科学生的同理心和兴趣与 EI 相关，这一点与商科学生不同，而思想开放和兴趣则与 II 相关。这些差异表明，需要制定不同的教育策略，为商科和工科学生的创业之路做好准备。
{"title":"Entrepreneurial Mindset and Intentions for Entrepreneurship and Intrapreneurship in Engineering and Business Students","authors":"A. Kwapisz, Kregg Aytes, Scott Bryant, B. Lameres","doi":"10.1177/25151274241256313","DOIUrl":"https://doi.org/10.1177/25151274241256313","url":null,"abstract":"With the shifting dynamics of the modern workforce, there is a growing recognition of the essential role that an entrepreneurial mindset (EM) plays in shaping future innovators, notably within engineering disciplines. Despite the acknowledged significance of EM, there remains a gap in understanding how it relates to entrepreneurial or intrapreneurial intentions (E/II). This research investigates the link between EM and E/II among business and engineering students. We also analyze how EM changes over time. Our findings indicate that in both domains, ideation correlated with entrepreneurial intentions (EI) and intrapreneurial intentions (II). In both domains, altruism was associated with II. Empathy and interest were related to EI in engineering students, distinct from their business counterparts, whereas open-mindedness and interest correlated with II. These differences emphasize the need for distinct educational strategies to prepare both business and engineering students for their entrepreneurial paths.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"1 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267269","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 : 2024-06-04DOI: 10.1177/25151274241256300
Birgitte Wraae, Nicolai Nybye
A missing research focus in entrepreneurship education is the question of how student entrepreneurs learn through becoming part of the educational extracurricular incubator environment. In particular, how students can continue to develop their identities during their transition to and time in the new learning environment that the incubator represents. Through an ethnographic approach and a unique single case study consisting of an entrepreneurial student team, this paper aims to establish a link between learning and identity development that besides being individual also carries collective identity elements. The findings relate to how students find meaning and make decisions in a business context and how this develops them as individuals, a team, and their company. The development of related identities is a new contribution to research on extracurricular activities. The extracurricular incubator environment not only presents another opportunity for and typology of learning but also becomes an arena for continuous identity development in various forms.
{"title":"Learning to Be “Me,” “the Team,” and “the Company” Through Entrepreneurial Extracurricular Activities: An Ethnographic Approach","authors":"Birgitte Wraae, Nicolai Nybye","doi":"10.1177/25151274241256300","DOIUrl":"https://doi.org/10.1177/25151274241256300","url":null,"abstract":"A missing research focus in entrepreneurship education is the question of how student entrepreneurs learn through becoming part of the educational extracurricular incubator environment. In particular, how students can continue to develop their identities during their transition to and time in the new learning environment that the incubator represents. Through an ethnographic approach and a unique single case study consisting of an entrepreneurial student team, this paper aims to establish a link between learning and identity development that besides being individual also carries collective identity elements. The findings relate to how students find meaning and make decisions in a business context and how this develops them as individuals, a team, and their company. The development of related identities is a new contribution to research on extracurricular activities. The extracurricular incubator environment not only presents another opportunity for and typology of learning but also becomes an arena for continuous identity development in various forms.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265975","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 : 2024-03-27DOI: 10.1177/25151274241239671
S. M. Herholdt-Lomholdt, P. Blenker, C. A. Mousing
This paper stems from a two-year phenomenological action research project named Innovative and Entrepreneurial Formation (Bildung) in Professional Bachelor Education. The paper explores an entrepreneurial teaching experiment aimed at combining educational ideals of entrepreneurship education with educational ideals necessary to become a professional nurse. The educational ideals aimed for is sensitivity, imagination and courage to act. Through phenomenological analysis of one teacher`s lived experience description and a phenomenological interview with a student participating in the teaching experiment, the paper inquiries into modes of Being among students participating in the experiment from an ontological perspective. Furthermore, the paper investigates how these modes of Being can relate to entrepreneurial as well as professional purposes. By that, the teaching experiment is an example of a crossfertilization between entrepreneurship education and professional education that allows both to grow. The analysis reveals astonishment as a central existential experience of Being, while participating in the specific teaching experiment. The study also shows a phenomenological association between astonishment and openness, which entrepreneurship educators have searched for pedagogies to establish.
{"title":"Modes of Being: Astonishment and openness in Entrepreneurship Education","authors":"S. M. Herholdt-Lomholdt, P. Blenker, C. A. Mousing","doi":"10.1177/25151274241239671","DOIUrl":"https://doi.org/10.1177/25151274241239671","url":null,"abstract":"This paper stems from a two-year phenomenological action research project named Innovative and Entrepreneurial Formation (Bildung) in Professional Bachelor Education. The paper explores an entrepreneurial teaching experiment aimed at combining educational ideals of entrepreneurship education with educational ideals necessary to become a professional nurse. The educational ideals aimed for is sensitivity, imagination and courage to act. Through phenomenological analysis of one teacher`s lived experience description and a phenomenological interview with a student participating in the teaching experiment, the paper inquiries into modes of Being among students participating in the experiment from an ontological perspective. Furthermore, the paper investigates how these modes of Being can relate to entrepreneurial as well as professional purposes. By that, the teaching experiment is an example of a crossfertilization between entrepreneurship education and professional education that allows both to grow. The analysis reveals astonishment as a central existential experience of Being, while participating in the specific teaching experiment. The study also shows a phenomenological association between astonishment and openness, which entrepreneurship educators have searched for pedagogies to establish.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"10 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376015","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 : 2024-02-21DOI: 10.1177/25151274241232355
Chris H. Willis, Connie Merriman, Anil Nair, Ashley C. Fournet
The Community Problem Solving Challenge Program is an innovative extracurricular learning program that engages university students with high school students from inner city, economically distressed neighborhoods to develop entrepreneurial solutions for complex socio-economic problems identified by community leaders. Examples of problems addressed by students in the past include drug use among students and members of the community, the transition of incarcerated population to civil society, food deserts, and mobility. This program overcomes the limitations of the outsider-driven top-down model of community development. In this instance, community “insiders”—the high school students—collaborate with “outsiders”—the university students—to develop entrepreneurial solutions to live problems in their communities. The program illustrates how activities designed using entrepreneurship pedagogy theories can provide engaging, enriching, and effective outcomes. The program benefits all stakeholders participating in it. For example, high school students develop an entrepreneurial mindset, learn entrepreneurship principles by application of frameworks to real-world problems, achieve self-efficacy as they discover that they have agency to transform their communities, and by bringing together community leaders, faculty, college, and high school students the program fosters networks, that according to student feedback, increases the likelihood of the high school participants pursuing a college degree. This paper elaborates on the impact for all stakeholders.
{"title":"Innovative Extracurricular Student Engagement: The Community Problem Solving Challenge","authors":"Chris H. Willis, Connie Merriman, Anil Nair, Ashley C. Fournet","doi":"10.1177/25151274241232355","DOIUrl":"https://doi.org/10.1177/25151274241232355","url":null,"abstract":"The Community Problem Solving Challenge Program is an innovative extracurricular learning program that engages university students with high school students from inner city, economically distressed neighborhoods to develop entrepreneurial solutions for complex socio-economic problems identified by community leaders. Examples of problems addressed by students in the past include drug use among students and members of the community, the transition of incarcerated population to civil society, food deserts, and mobility. This program overcomes the limitations of the outsider-driven top-down model of community development. In this instance, community “insiders”—the high school students—collaborate with “outsiders”—the university students—to develop entrepreneurial solutions to live problems in their communities. The program illustrates how activities designed using entrepreneurship pedagogy theories can provide engaging, enriching, and effective outcomes. The program benefits all stakeholders participating in it. For example, high school students develop an entrepreneurial mindset, learn entrepreneurship principles by application of frameworks to real-world problems, achieve self-efficacy as they discover that they have agency to transform their communities, and by bringing together community leaders, faculty, college, and high school students the program fosters networks, that according to student feedback, increases the likelihood of the high school participants pursuing a college degree. This paper elaborates on the impact for all stakeholders.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444232","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 : 2024-02-14DOI: 10.1177/25151274241232357
Mirza Tihic, Adam J. Pritchard, Alexander McKelvie, Rosalinda Vasquez Maury
Programs dedicated to entrepreneurship education of military veterans in the U.S. have expanded remarkably in the last decade. However, much remains to be discovered about the current state of the effectiveness of these programs. This empirical analysis uses the National Survey of Military-Affiliated Entrepreneurs (NSMAE) ( n = 2649) to investigate the effectiveness of entrepreneurship education and training as veterans transition from military to civilian life. This paper provides evidence that entrepreneurship education and training are significant for individuals during their transition. Our results emphasize the need for greater interdisciplinary research focusing on entrepreneurship education and transitional entrepreneurship to inform and expand theorizing and new policy development in supporting of military veterans.
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Pub Date : 2024-02-14DOI: 10.1177/25151274241232356
Ryan T. MacNeil, Santana Ochoa Briggs, Alisha E. Christie, Connor Sheehan
Entrepreneurship residence halls/dorms have been appearing on more and more campuses, especially in the United States and Canada. However, there is a very thin knowledge base on which to construct and design these expensive campus facilities/programs. Sometimes called “dormcubators,” these facilities/programs are linked to both the university business incubation (UBI) and living-learning communities (LLC) movements. As a result, the design and delivery of these hybrid spaces/programs can be oriented toward achieving economic (i.e., starting companies), social (i.e., building communities), and/or educational (i.e., entrepreneurial learning) outcomes. Prior research on other kinds of post-secondary LLCs suggests that the intended outcomes are also likely accompanied by unintended negative consequences for students and faculty. To understand how various dorm-preneurship program designs have worked in practice, this paper applies an ‘educational design ethnography’ approach to four different residential entrepreneurship programs at the University of Waterloo, Canada. The key finding is that problems arise when dorm-preneurship programs lack any link to educational/curricular outcomes and focus only on economic objectives or social ones. Four design principles are developed to guide research and development of similar programs in other contexts.
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Pub Date : 2024-02-14DOI: 10.1177/25151274241232356
Ryan T. MacNeil, Santana Ochoa Briggs, Alisha E. Christie, Connor Sheehan
Entrepreneurship residence halls/dorms have been appearing on more and more campuses, especially in the United States and Canada. However, there is a very thin knowledge base on which to construct and design these expensive campus facilities/programs. Sometimes called “dormcubators,” these facilities/programs are linked to both the university business incubation (UBI) and living-learning communities (LLC) movements. As a result, the design and delivery of these hybrid spaces/programs can be oriented toward achieving economic (i.e., starting companies), social (i.e., building communities), and/or educational (i.e., entrepreneurial learning) outcomes. Prior research on other kinds of post-secondary LLCs suggests that the intended outcomes are also likely accompanied by unintended negative consequences for students and faculty. To understand how various dorm-preneurship program designs have worked in practice, this paper applies an ‘educational design ethnography’ approach to four different residential entrepreneurship programs at the University of Waterloo, Canada. The key finding is that problems arise when dorm-preneurship programs lack any link to educational/curricular outcomes and focus only on economic objectives or social ones. Four design principles are developed to guide research and development of similar programs in other contexts.
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Pub Date : 2024-02-14DOI: 10.1177/25151274241232357
Mirza Tihic, Adam J. Pritchard, Alexander McKelvie, Rosalinda Vasquez Maury
Programs dedicated to entrepreneurship education of military veterans in the U.S. have expanded remarkably in the last decade. However, much remains to be discovered about the current state of the effectiveness of these programs. This empirical analysis uses the National Survey of Military-Affiliated Entrepreneurs (NSMAE) ( n = 2649) to investigate the effectiveness of entrepreneurship education and training as veterans transition from military to civilian life. This paper provides evidence that entrepreneurship education and training are significant for individuals during their transition. Our results emphasize the need for greater interdisciplinary research focusing on entrepreneurship education and transitional entrepreneurship to inform and expand theorizing and new policy development in supporting of military veterans.
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Pub Date : 2023-11-29DOI: 10.1177/25151274231217953
Javier Monllor, Nicolette Michels, Simon Adderley
Experiential learning has gained in popularity over the past 20 years in many fields and in entrepreneurship education in particular, where many educators posit that it is essential. Delivery of experiential learning activities and courses became extremely difficult and nearly impossible in some countries during the COVID-19 pandemic due to government imposed lockdowns and restrictions, forcing educational institutions to adapt and many opted to move their teaching online. How these changes impacted positively or negatively on experiential learning and students’ ability to adapt and learn has yet to be fully understood. This paper introduces a concrete experience framework and describes how it was applied to the process of pivoting an MBA experiential learning module online. It contributes by demonstrating how educators can adopt the framework in their efforts to adapt or create online courses that aim to deliver experiential learning.
在过去 20 年里，体验式学习在许多领域，尤其是创业教育领域大受欢迎，许多教育工作者认为体验式学习至关重要。在 COVID-19 大流行期间，由于政府实施封锁和限制，在一些国家开展体验式学习活动和课程变得极为困难，几乎不可能，这迫使教育机构做出调整，许多机构选择将教学转移到网上。这些变化如何对体验式学习以及学生的适应能力和学习能力产生积极或消极的影响，还有待充分了解。本文介绍了一个具体的体验框架，并描述了如何将其应用于将一个 MBA 体验式学习模块转移到网上的过程。本文通过论证教育工作者如何采用该框架来调整或创建旨在提供体验式学习的在线课程，从而为教育工作者做出贡献。
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