Pub Date : 2023-11-25DOI: 10.1177/25151274231218212
Basel Hammoda
Extracurricular activities are increasingly being recognized for developing practical skills among entrepreneurial learners and connecting entrepreneurship curricula with real life. They offer socially situated learning experiences that can be cognitively stimulating and elicit reflective practices. However, the theoretical and pedagogical underpinnings of extracurricular activities in entrepreneurship are still in early stages, with their contribution towards entrepreneurship education requiring more empirical support. Moreover, current entrepreneurship pedagogies lack a much-needed integration of ecosystem actors’ inputs, who posses specific expertise with regards to extracurricular entrepreneurial activities. To address these issues, this study gathered the views of entrepreneurship mentors, consultants, and investors on the extracurricular activities that can be deployed to improve the skills of entrepreneurial learners, through conducting 22 in-depth interviews with experts from 13 countries across the world. We analyzed the results through a hybrid, inductive and deductive, approach. The experts recommended 34 extracurricular activities, that were discursively mapped against relevant learning theories: cognitive, experiential, social, situated, and existential. The study adds to the limited theoretical discussion on the origins of extracurricular activities and paves the way for theoretical evaluations in entrepreneurship education. It can aid educators in effectively integrating extracurricular activities in their curricula to better develop students’ entrepreneurial competences.
{"title":"Extracurricular Activities for Entrepreneurial Learning: A Typology Based on Learning Theories","authors":"Basel Hammoda","doi":"10.1177/25151274231218212","DOIUrl":"https://doi.org/10.1177/25151274231218212","url":null,"abstract":"Extracurricular activities are increasingly being recognized for developing practical skills among entrepreneurial learners and connecting entrepreneurship curricula with real life. They offer socially situated learning experiences that can be cognitively stimulating and elicit reflective practices. However, the theoretical and pedagogical underpinnings of extracurricular activities in entrepreneurship are still in early stages, with their contribution towards entrepreneurship education requiring more empirical support. Moreover, current entrepreneurship pedagogies lack a much-needed integration of ecosystem actors’ inputs, who posses specific expertise with regards to extracurricular entrepreneurial activities. To address these issues, this study gathered the views of entrepreneurship mentors, consultants, and investors on the extracurricular activities that can be deployed to improve the skills of entrepreneurial learners, through conducting 22 in-depth interviews with experts from 13 countries across the world. We analyzed the results through a hybrid, inductive and deductive, approach. The experts recommended 34 extracurricular activities, that were discursively mapped against relevant learning theories: cognitive, experiential, social, situated, and existential. The study adds to the limited theoretical discussion on the origins of extracurricular activities and paves the way for theoretical evaluations in entrepreneurship education. It can aid educators in effectively integrating extracurricular activities in their curricula to better develop students’ entrepreneurial competences.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"46 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139237859","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 : 2023-11-24DOI: 10.1177/25151274231217951
Seipati Seoke, Anastacia Mamabolo, M. Mtotywa
The existing research has focused on the role of traditional entrepreneurial education in promoting entrepreneurship. This study suggests that mass media radio entrepreneurial education, which is underexplored, fosters the development of an entrepreneurial mindset and intentions. As such, this study investigated how mass media entrepreneurial education influences entrepreneurial intentions through the development of entrepreneurial mindsets. Cross-sectional quantitative research was conducted on a final sample of 702 potential entrepreneurs in South Africa. Correlation analysis and structural equation modeling were used to analyze the data. The results of the study showed a strong positive relationship between some dimensions of mass media entrepreneurial education, an entrepreneurial mindset, and intentions. Entrepreneurial mindset derived from mass media education had a significant impact on entrepreneurial intentions. In addition, the entrepreneurial mindset mediates some dimensions of mass media entrepreneurial education and entrepreneurial intentions. The study showed alternatives to traditional entrepreneurial education programs. Mass media can be used as an alternative when formal entrepreneurial education is limited.
{"title":"The Impact of Mass Media Entrepreneurship Education on Entrepreneurial Mindset and Intentions","authors":"Seipati Seoke, Anastacia Mamabolo, M. Mtotywa","doi":"10.1177/25151274231217951","DOIUrl":"https://doi.org/10.1177/25151274231217951","url":null,"abstract":"The existing research has focused on the role of traditional entrepreneurial education in promoting entrepreneurship. This study suggests that mass media radio entrepreneurial education, which is underexplored, fosters the development of an entrepreneurial mindset and intentions. As such, this study investigated how mass media entrepreneurial education influences entrepreneurial intentions through the development of entrepreneurial mindsets. Cross-sectional quantitative research was conducted on a final sample of 702 potential entrepreneurs in South Africa. Correlation analysis and structural equation modeling were used to analyze the data. The results of the study showed a strong positive relationship between some dimensions of mass media entrepreneurial education, an entrepreneurial mindset, and intentions. Entrepreneurial mindset derived from mass media education had a significant impact on entrepreneurial intentions. In addition, the entrepreneurial mindset mediates some dimensions of mass media entrepreneurial education and entrepreneurial intentions. The study showed alternatives to traditional entrepreneurial education programs. Mass media can be used as an alternative when formal entrepreneurial education is limited.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"124 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238927","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 : 2023-08-23DOI: 10.1177/25151274231198799
Christoph Winkler, Basel Hammoda, Erik Noyes, M. van Gelderen
The rapid evolution, application and ubiquity of generative artificial intelligence (AI) tools seems to be indicative that our world has entered a paradigm shift that mirrors the beginning of a new era not seen since the dawn of the internet. As entrepreneurship educators, we are pushed to the frontline of this development, mandated to embrace this transformative innovation to not only educate our students but also use its potential to reshape our classrooms. To help better understand this paradigm shift, this editorial invites the larger entrepreneurship education community to innovate, experiment, and learn in order to advance our theoretical and practical understanding of generative AI’s present and future impact on our field. Furthermore, it presents a series of inquiry questions to help guide our community to advance our field through rigorous research and impactful learning innovations.
{"title":"Entrepreneurship Education at the Dawn of Generative Artificial Intelligence","authors":"Christoph Winkler, Basel Hammoda, Erik Noyes, M. van Gelderen","doi":"10.1177/25151274231198799","DOIUrl":"https://doi.org/10.1177/25151274231198799","url":null,"abstract":"The rapid evolution, application and ubiquity of generative artificial intelligence (AI) tools seems to be indicative that our world has entered a paradigm shift that mirrors the beginning of a new era not seen since the dawn of the internet. As entrepreneurship educators, we are pushed to the frontline of this development, mandated to embrace this transformative innovation to not only educate our students but also use its potential to reshape our classrooms. To help better understand this paradigm shift, this editorial invites the larger entrepreneurship education community to innovate, experiment, and learn in order to advance our theoretical and practical understanding of generative AI’s present and future impact on our field. Furthermore, it presents a series of inquiry questions to help guide our community to advance our field through rigorous research and impactful learning innovations.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121588106","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 : 2023-08-01DOI: 10.1177/25151274231190810
S. Moore, Dena D. Breece
This article highlights the development of a university-led, community-based, experiential learning and rural entrepreneurship Innovation Design Lab Farm (Demo Farm) for underserved students and a minority population community. The purpose of this research is to expand upon existing rural entrepreneurship literature by examining the educational effects on institutions, students, and the community while forming a collaborative partnership designed for sharing social and environmental concerns that impact rural farmers (agriculturists) and the community. We propose that this is an inspirational look at one community’s efforts to improve economic development and education in an underserved/minority agricultural region. Based on experiential learning theory, we examine the research question of what the anticipated implications of a demo farm on its stakeholders are. First, we explore the theory of experiential learning and the changing world of education, training, and teaching in rural agriculture. Next, we theorize how experiential agricultural entrepreneurship education is anticipated to positively develop institutions, students, and community participants in one minority rural area. With minimal prior research on experiential learning and innovation design lab rural entrepreneurship, this study adds insight for academic researchers and stakeholders like universities, students, and practitioners (rural farmers/entrepreneurs). Finally, future research is discussed.
{"title":"Unleashing Entrepreneurial Opportunities and Education: Impact of an Innovation Design Lab","authors":"S. Moore, Dena D. Breece","doi":"10.1177/25151274231190810","DOIUrl":"https://doi.org/10.1177/25151274231190810","url":null,"abstract":"This article highlights the development of a university-led, community-based, experiential learning and rural entrepreneurship Innovation Design Lab Farm (Demo Farm) for underserved students and a minority population community. The purpose of this research is to expand upon existing rural entrepreneurship literature by examining the educational effects on institutions, students, and the community while forming a collaborative partnership designed for sharing social and environmental concerns that impact rural farmers (agriculturists) and the community. We propose that this is an inspirational look at one community’s efforts to improve economic development and education in an underserved/minority agricultural region. Based on experiential learning theory, we examine the research question of what the anticipated implications of a demo farm on its stakeholders are. First, we explore the theory of experiential learning and the changing world of education, training, and teaching in rural agriculture. Next, we theorize how experiential agricultural entrepreneurship education is anticipated to positively develop institutions, students, and community participants in one minority rural area. With minimal prior research on experiential learning and innovation design lab rural entrepreneurship, this study adds insight for academic researchers and stakeholders like universities, students, and practitioners (rural farmers/entrepreneurs). Finally, future research is discussed.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123465673","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 : 2023-07-24DOI: 10.1177/25151274231190806
Tommi Pukkinen, U. Hytti, J. Heinonen, Pekka Stenholm
Entrepreneurship may be the only viable solution for finding employment in rural areas because of their limited labor markets. However, how curricular and extracurricular entrepreneurial activities can support the entrepreneurial potential of rural youth remains a question. Using a mixed-methods approach, we investigate the impact of curricular and extracurricular entrepreneurial activities on rural adolescents’ entrepreneurial self-efficacy (ESE) and desirability. Our findings show that extracurricular entrepreneurial activities, especially inventive and commercial ones, enhance both ESE and entrepreneurial desirability, but formal curricular entrepreneurial activities do not. Our study highlights how extracurricular entrepreneurial activities can support young people’s perceptions of their entrepreneurial potential while allowing them to explore and exploit local entrepreneurial opportunities. These activities are vital for rural areas to enable rural youth to see opportunities in their local surroundings and consider entrepreneurship as a career option early in life. The implications suggest that rural entrepreneurship education could leverage naturally occurring opportunities for leisure-time entrepreneurial activities in rural areas.
{"title":"Curricular and Extracurricular Entrepreneurial Activities Supporting Entrepreneurial Self-Efficacy and Desirability of Rural Youth","authors":"Tommi Pukkinen, U. Hytti, J. Heinonen, Pekka Stenholm","doi":"10.1177/25151274231190806","DOIUrl":"https://doi.org/10.1177/25151274231190806","url":null,"abstract":"Entrepreneurship may be the only viable solution for finding employment in rural areas because of their limited labor markets. However, how curricular and extracurricular entrepreneurial activities can support the entrepreneurial potential of rural youth remains a question. Using a mixed-methods approach, we investigate the impact of curricular and extracurricular entrepreneurial activities on rural adolescents’ entrepreneurial self-efficacy (ESE) and desirability. Our findings show that extracurricular entrepreneurial activities, especially inventive and commercial ones, enhance both ESE and entrepreneurial desirability, but formal curricular entrepreneurial activities do not. Our study highlights how extracurricular entrepreneurial activities can support young people’s perceptions of their entrepreneurial potential while allowing them to explore and exploit local entrepreneurial opportunities. These activities are vital for rural areas to enable rural youth to see opportunities in their local surroundings and consider entrepreneurship as a career option early in life. The implications suggest that rural entrepreneurship education could leverage naturally occurring opportunities for leisure-time entrepreneurial activities in rural areas.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121203468","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 : 2023-07-22DOI: 10.1177/25151274231189453
Jacqueline J. Yahn, Allison L. Ricket
This case examines two Appalachian Ohio organizations outside the boundaries of formal schooling that address issues of youth outmigration and sustainable community development through non-school internships. Twenty-five participants who completed internships from 2016–2020 were interviewed on topics related to their career pathways, social capital acquisition, and community connections. This case relates to the 3rd wave of economic development which has elevated social capital and cross-sector collaboration, but also the emerging 4th wave of economic development that finds communities prioritizing people and “place-making”. The key finding — participants’ career narratives — indicates place plays an emotional and material role in fostering entrepreneurship education and similar forms of workforce development in rural areas.
{"title":"The Rural Lifeworld as a Pathway to Career Identity: Lessons From a Non-School Internship Study","authors":"Jacqueline J. Yahn, Allison L. Ricket","doi":"10.1177/25151274231189453","DOIUrl":"https://doi.org/10.1177/25151274231189453","url":null,"abstract":"This case examines two Appalachian Ohio organizations outside the boundaries of formal schooling that address issues of youth outmigration and sustainable community development through non-school internships. Twenty-five participants who completed internships from 2016–2020 were interviewed on topics related to their career pathways, social capital acquisition, and community connections. This case relates to the 3rd wave of economic development which has elevated social capital and cross-sector collaboration, but also the emerging 4th wave of economic development that finds communities prioritizing people and “place-making”. The key finding — participants’ career narratives — indicates place plays an emotional and material role in fostering entrepreneurship education and similar forms of workforce development in rural areas.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125655248","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 : 2023-07-17DOI: 10.1177/25151274231189445
M. van Gelderen
The Buddhist Kingdom of Bhutan enjoys global fame for its pursuit of GNH (Gross National Happiness) as an alternative model of development. An increase in youth unemployment has made Bhutan look to entrepreneurship as a possible solution, prompting a need for entrepreneurship education. But what could entrepreneurship education look like in a context where policies and culture promote simple living and contentment, are cautious with regard to cultural change, and seek to constrain wealth accumulation of private sector entrepreneurs? This essay offers a number of suggestions for entrepreneurship education guided by GNH principles. The essay concludes by discussing what Western cultures can learn from GNH infused entrepreneurship education.
{"title":"Entrepreneurship Education for Gross National Happiness in Bhutan","authors":"M. van Gelderen","doi":"10.1177/25151274231189445","DOIUrl":"https://doi.org/10.1177/25151274231189445","url":null,"abstract":"The Buddhist Kingdom of Bhutan enjoys global fame for its pursuit of GNH (Gross National Happiness) as an alternative model of development. An increase in youth unemployment has made Bhutan look to entrepreneurship as a possible solution, prompting a need for entrepreneurship education. But what could entrepreneurship education look like in a context where policies and culture promote simple living and contentment, are cautious with regard to cultural change, and seek to constrain wealth accumulation of private sector entrepreneurs? This essay offers a number of suggestions for entrepreneurship education guided by GNH principles. The essay concludes by discussing what Western cultures can learn from GNH infused entrepreneurship education.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114885127","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 : 2023-06-22DOI: 10.1177/25151274231184800
Carlos M. Baldo, Shiang-Lih Chen McCain, Georgann Jouflas
Enterprise-level small businesses have been a critical contributor to the U.S. economy and employment. Small businesses accounted for 67% of the net new jobs during the recovery from the 2009 to 2011 economic recession. Recognizing the employment opportunities from enterprise-level small businesses during the high unemployment time allowed higher education institutions to emphasize enhancing entrepreneurship among their students. Multiple scholars have called for more in-depth evaluations on entrepreneurial intention because it predicts whether a student will become an entrepreneur. Entrepreneurial orientation (risk-taking, innovation, and proactive) is the commonly agreeable antecedent of entrepreneurial intentions. This study collected 315 valid responses from a comprehensive mid-U.S. university with more than 40% enrollment from rural communities to evaluate how the perceived internal and external barriers influence students’ entrepreneurial orientations. The results of the Multivariate Regression Analysis indicated that overall, how students perceived internal and external barriers influenced their entrepreneurial orientations in both innovativeness and risk-taking aspects. Furthermore, entrepreneurship is particularly important in the rural community. The results revealed significant differences between students who were raised in rural areas and those who were not raised in rural areas regarding how perceived internal and external barriers impact their entrepreneurship orientations.
{"title":"An Investigation on Factors Influencing University Students’ Entrepreneurship Orientations","authors":"Carlos M. Baldo, Shiang-Lih Chen McCain, Georgann Jouflas","doi":"10.1177/25151274231184800","DOIUrl":"https://doi.org/10.1177/25151274231184800","url":null,"abstract":"Enterprise-level small businesses have been a critical contributor to the U.S. economy and employment. Small businesses accounted for 67% of the net new jobs during the recovery from the 2009 to 2011 economic recession. Recognizing the employment opportunities from enterprise-level small businesses during the high unemployment time allowed higher education institutions to emphasize enhancing entrepreneurship among their students. Multiple scholars have called for more in-depth evaluations on entrepreneurial intention because it predicts whether a student will become an entrepreneur. Entrepreneurial orientation (risk-taking, innovation, and proactive) is the commonly agreeable antecedent of entrepreneurial intentions. This study collected 315 valid responses from a comprehensive mid-U.S. university with more than 40% enrollment from rural communities to evaluate how the perceived internal and external barriers influence students’ entrepreneurial orientations. The results of the Multivariate Regression Analysis indicated that overall, how students perceived internal and external barriers influenced their entrepreneurial orientations in both innovativeness and risk-taking aspects. Furthermore, entrepreneurship is particularly important in the rural community. The results revealed significant differences between students who were raised in rural areas and those who were not raised in rural areas regarding how perceived internal and external barriers impact their entrepreneurship orientations.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126615015","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 : 2023-06-15DOI: 10.1177/25151274231183382
Rory McGloin, Arianna Saxton, A. Rao, Elizabeth Hintz, Amanda Coletti, Emily K. Hamlin, Meredith Turner, Jennifer Mathieu
Entrepreneurial accelerator programs have emerged within university settings as a solution to reduce the notably high failure rate of new ventures. Accelerators seek to support entrepreneurs by providing services and experiences that prepare participants to confront challenges that occur throughout the entrepreneurial journey and connect them to a broader business ecosystem. However, despite existing research that points to a correlation between an entrepreneur’s communication skills and the firm’s ability to achieve key business milestones, the existing literature does not identify which specific communication skills entrepreneurs need nor the situations/audiences in which these skills are most applicable. Therefore, this study conducted five focus group interviews with 14 established entrepreneurs from the United States who have participated in a university accelerator program in an effort to uncover the most valuable communication skills for entrepreneurs and the situations in which these skills apply. The findings illuminate how the development of specific communication factors such as confidence when presenting, flexibility, and empathetic listening are essential for entrepreneurs to engage with a wide range of audiences. This study also provides recommendations for university accelerators seeking to facilitate the development of these communication skills in their programming.
{"title":"Examining the Importance of Developing Entrepreneurial Communication Skills in Accelerator Programs: A Focus Group Based Approach","authors":"Rory McGloin, Arianna Saxton, A. Rao, Elizabeth Hintz, Amanda Coletti, Emily K. Hamlin, Meredith Turner, Jennifer Mathieu","doi":"10.1177/25151274231183382","DOIUrl":"https://doi.org/10.1177/25151274231183382","url":null,"abstract":"Entrepreneurial accelerator programs have emerged within university settings as a solution to reduce the notably high failure rate of new ventures. Accelerators seek to support entrepreneurs by providing services and experiences that prepare participants to confront challenges that occur throughout the entrepreneurial journey and connect them to a broader business ecosystem. However, despite existing research that points to a correlation between an entrepreneur’s communication skills and the firm’s ability to achieve key business milestones, the existing literature does not identify which specific communication skills entrepreneurs need nor the situations/audiences in which these skills are most applicable. Therefore, this study conducted five focus group interviews with 14 established entrepreneurs from the United States who have participated in a university accelerator program in an effort to uncover the most valuable communication skills for entrepreneurs and the situations in which these skills apply. The findings illuminate how the development of specific communication factors such as confidence when presenting, flexibility, and empathetic listening are essential for entrepreneurs to engage with a wide range of audiences. This study also provides recommendations for university accelerators seeking to facilitate the development of these communication skills in their programming.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123872297","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 : 2023-06-15DOI: 10.1177/25151274231183384
Thomas M. Cooney, Martina Brophy
It has been argued that entrepreneurship educators are inclined to let students learn in a safe controlled environment, with no pressure except to pass the module. Students working in groups of three were given 12 weeks (Target 1) to develop a fundraising initiative, work with various stakeholders, and execute their online fundraising initiative to meet a target goal of €2000 (Target 2) per group. Employing approaches such as Effectuation, Lean Start-Up and the Business Model Canvas, a self-directed learning approach ensured students were able to take ownership of their learning journey with the lecturer acting as coach or facilitator. The learning innovation stems from the highly experiential nature of the assignment, the various deadlines and targets that had to be met throughout the process, the promoted collaboration with real world environments, the introduction of mentors and other support actors, and the successful adaptation of the assignment to an online learning environment. The assignment can be undertaken in an online or offline environment, and it provides a highly practical learning experience that enables students to utilize and develop the 15 entrepreneurship competencies identified in the EntreComp framework under the pressure of meeting time and monetary targets.
{"title":"Entrepreneurial Competencies in Action: Online Fundraising Initiatives by University Students","authors":"Thomas M. Cooney, Martina Brophy","doi":"10.1177/25151274231183384","DOIUrl":"https://doi.org/10.1177/25151274231183384","url":null,"abstract":"It has been argued that entrepreneurship educators are inclined to let students learn in a safe controlled environment, with no pressure except to pass the module. Students working in groups of three were given 12 weeks (Target 1) to develop a fundraising initiative, work with various stakeholders, and execute their online fundraising initiative to meet a target goal of €2000 (Target 2) per group. Employing approaches such as Effectuation, Lean Start-Up and the Business Model Canvas, a self-directed learning approach ensured students were able to take ownership of their learning journey with the lecturer acting as coach or facilitator. The learning innovation stems from the highly experiential nature of the assignment, the various deadlines and targets that had to be met throughout the process, the promoted collaboration with real world environments, the introduction of mentors and other support actors, and the successful adaptation of the assignment to an online learning environment. The assignment can be undertaken in an online or offline environment, and it provides a highly practical learning experience that enables students to utilize and develop the 15 entrepreneurship competencies identified in the EntreComp framework under the pressure of meeting time and monetary targets.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127792258","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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