Pub Date : 2023-06-02DOI: 10.1177/25151274231179193
Juliano C. Oliveira, M. Cassandre, S. Elias
In this article, we establish a dialogue between the education and entrepreneurial learning literatures to explore entrepreneurship education and practice. Our aim is to understand how entrepreneurial learning unfolds, based on the concept of the Zone of Proximal Development (ZPD). We adopt a constructivist approach to explore entrepreneurial learning, grounded in Cultural-Historical Theory. A combination of narrative research, focus group, storytelling, and theatrical images comprises our methodological approach, which draws from 34 virtual meetings with 10 undergraduate students who are also startup founders in Brazil. Our results show that, in addition to knowledge that is systematized by the university, entrepreneurial learning at university encompasses social relationships and is rooted in the experiential heritage acquired by students before entering university. Significantly, we show that the ZPD is built through interactions with entrepreneurship educators, but also key actors (family members, professional acquaintaces, experienced entrepreneurs, peer student entrepreneurs). Moreover, we spotlight the importance of intentionally planning the activities of student entrepreneurs within the learning context.
{"title":"Entrepreneurial Learning Based on the Zone of Proximal Development","authors":"Juliano C. Oliveira, M. Cassandre, S. Elias","doi":"10.1177/25151274231179193","DOIUrl":"https://doi.org/10.1177/25151274231179193","url":null,"abstract":"In this article, we establish a dialogue between the education and entrepreneurial learning literatures to explore entrepreneurship education and practice. Our aim is to understand how entrepreneurial learning unfolds, based on the concept of the Zone of Proximal Development (ZPD). We adopt a constructivist approach to explore entrepreneurial learning, grounded in Cultural-Historical Theory. A combination of narrative research, focus group, storytelling, and theatrical images comprises our methodological approach, which draws from 34 virtual meetings with 10 undergraduate students who are also startup founders in Brazil. Our results show that, in addition to knowledge that is systematized by the university, entrepreneurial learning at university encompasses social relationships and is rooted in the experiential heritage acquired by students before entering university. Significantly, we show that the ZPD is built through interactions with entrepreneurship educators, but also key actors (family members, professional acquaintaces, experienced entrepreneurs, peer student entrepreneurs). Moreover, we spotlight the importance of intentionally planning the activities of student entrepreneurs within the learning context.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"514 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123432544","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 : 2023-05-31DOI: 10.1177/25151274231179194
Mariangela Vecchiarini, J. Muldoon, D. Smith, Ruben J. Boling
In March 2020, when the World Health Organization declared COVID-19 a pandemic, more than 90% of the world’s student population went through an unprecedented and sudden transition to distance learning. Although this was a challenging time for instructors across all disciplines, entrepreneurship educators faced the unique dilemma of preserving the experiential nature of entrepreneurship education in the online environment. We look at how entrepreneurship educators addressed experiential learning through online education during the pandemic and some of the solutions adopted given the experiential, hands-on nature of entrepreneurship education. We review the first wave of literature on the topic, and we offer the results of a recent survey of entrepreneurship educators who are members of the United States Association for Small Business and Entrepreneurship (USASBE). In doing this, we have added to a growing literature on the shift of entrepreneurial education to an online setting.
{"title":"Experiential Learning in an Online Setting: HOW Entrepreneurship Education Changed During the COVID-19 Pandemic","authors":"Mariangela Vecchiarini, J. Muldoon, D. Smith, Ruben J. Boling","doi":"10.1177/25151274231179194","DOIUrl":"https://doi.org/10.1177/25151274231179194","url":null,"abstract":"In March 2020, when the World Health Organization declared COVID-19 a pandemic, more than 90% of the world’s student population went through an unprecedented and sudden transition to distance learning. Although this was a challenging time for instructors across all disciplines, entrepreneurship educators faced the unique dilemma of preserving the experiential nature of entrepreneurship education in the online environment. We look at how entrepreneurship educators addressed experiential learning through online education during the pandemic and some of the solutions adopted given the experiential, hands-on nature of entrepreneurship education. We review the first wave of literature on the topic, and we offer the results of a recent survey of entrepreneurship educators who are members of the United States Association for Small Business and Entrepreneurship (USASBE). In doing this, we have added to a growing literature on the shift of entrepreneurial education to an online setting.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129050811","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 : 2023-04-06DOI: 10.1177/25151274231164927
T. Monroe-White, E. McGee
This article advocates for race-conscious science, technology, engineering/computer science, and mathematics (STEM) innovation and entrepreneurship (I&E) education. Results from a national survey of the academic plans and career trajectories of underrepresented and minoritized (URM) STEM students and alumni suggest that URM STEM students need robust opportunities to apply their scientific and engineering insights to societal problems, while empowering them to be entrepreneurs. Specifically, we find evidence of a relationship between racialized stress and racial activism for nascent URM STEM entrepreneurs among master’s and doctoral STEM students the majority of whom identify as African American/Black and/or Latinx/Hispanic/Chicano. Furthermore, entrepreneurial intent among Black STEMers is greatest among those who have experienced social suffering coupled with a desire for racial justice, and this relationship is amplified for students and alumni of minority serving institutions (MSIs). This study makes the case for advancing a critical and socio-historical scholarship of STEM I&E education to promote URM STEM entrepreneurship.
{"title":"Toward a Race-Conscious Entrepreneurship Education","authors":"T. Monroe-White, E. McGee","doi":"10.1177/25151274231164927","DOIUrl":"https://doi.org/10.1177/25151274231164927","url":null,"abstract":"This article advocates for race-conscious science, technology, engineering/computer science, and mathematics (STEM) innovation and entrepreneurship (I&E) education. Results from a national survey of the academic plans and career trajectories of underrepresented and minoritized (URM) STEM students and alumni suggest that URM STEM students need robust opportunities to apply their scientific and engineering insights to societal problems, while empowering them to be entrepreneurs. Specifically, we find evidence of a relationship between racialized stress and racial activism for nascent URM STEM entrepreneurs among master’s and doctoral STEM students the majority of whom identify as African American/Black and/or Latinx/Hispanic/Chicano. Furthermore, entrepreneurial intent among Black STEMers is greatest among those who have experienced social suffering coupled with a desire for racial justice, and this relationship is amplified for students and alumni of minority serving institutions (MSIs). This study makes the case for advancing a critical and socio-historical scholarship of STEM I&E education to promote URM STEM entrepreneurship.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128352103","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 : 2023-04-03DOI: 10.1177/25151274231168389
S. Reboud, T. Mazzarol
The aim of this article is to explore the place that fiction writing can take in an entrepreneurship and innovation curriculum. The need to project oneself into an uncertain future, and the lack of guidelines for doing so, generally plunges students into a perplexity that leads them to be very conservative in their projects. Creativity was used to help them get out of this caution and call on their imagination to think about the needs of tomorrow’s citizens. The deviation through science fiction allowed them to produce a more radically new world and to reflect within that world on the creation of an activity that is really in line with that future.
{"title":"Stimulating Entrepreneurial Students’ Imagination to Think About the Future: The Benefits of Science-Fiction Writing","authors":"S. Reboud, T. Mazzarol","doi":"10.1177/25151274231168389","DOIUrl":"https://doi.org/10.1177/25151274231168389","url":null,"abstract":"The aim of this article is to explore the place that fiction writing can take in an entrepreneurship and innovation curriculum. The need to project oneself into an uncertain future, and the lack of guidelines for doing so, generally plunges students into a perplexity that leads them to be very conservative in their projects. Creativity was used to help them get out of this caution and call on their imagination to think about the needs of tomorrow’s citizens. The deviation through science fiction allowed them to produce a more radically new world and to reflect within that world on the creation of an activity that is really in line with that future.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128479746","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 : 2023-03-22DOI: 10.1177/25151274231164916
Kasper M. Arendt
This paper examines the influence of team formation strategy on prospective entrepreneurs’ attraction toward venturing. With the worldwide increase in entrepreneurship education, the way entrepreneurial skills such as team formation are taught influences graduates’ chances of finding entrepreneurial success from the onset. This study measures how team formation strategies affect venturing and co-founding attraction. Moreover, the paper raises awareness for educators and researchers about the role and importance of various team formation strategies in entrepreneurship education. Hypotheses are tested using data collected from 1,713 business and entrepreneurship graduates using a quasi-experimental design with vignettes. Results and implications for entrepreneurship education and research are further discussed.
{"title":"Team Formation Strategies Among Prospective Entrepreneurs – Evidence From a Large-Scale Survey Experiment","authors":"Kasper M. Arendt","doi":"10.1177/25151274231164916","DOIUrl":"https://doi.org/10.1177/25151274231164916","url":null,"abstract":"This paper examines the influence of team formation strategy on prospective entrepreneurs’ attraction toward venturing. With the worldwide increase in entrepreneurship education, the way entrepreneurial skills such as team formation are taught influences graduates’ chances of finding entrepreneurial success from the onset. This study measures how team formation strategies affect venturing and co-founding attraction. Moreover, the paper raises awareness for educators and researchers about the role and importance of various team formation strategies in entrepreneurship education. Hypotheses are tested using data collected from 1,713 business and entrepreneurship graduates using a quasi-experimental design with vignettes. Results and implications for entrepreneurship education and research are further discussed.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115804522","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 : 2023-03-17DOI: 10.1177/25151274231161102
B. Englis, Arjan J. Frederiks
Over the last 20 years, there has been growing interest among scholars in conducting experiments in entrepreneurship education. In this paper, we first discuss how experiments as a research method have moved from the natural sciences into the social sciences and how the social sciences, including the educational sciences, have helped to address the challenges of using experiments in studying human behavior. Through the lens of the methodological advances made by the social sciences regarding conducting experiments, we systematically review the literature on entrepreneurship education research that has used experimental designs. By reviewing this literature, we provide an overview of what has and has not yet been studied using experimental designs and which type of experimental designs have been commonly used. Next, we critically evaluate current practices – both good and bad. Based on our critical assessment of the use of experimental designs in the field of entrepreneurship education research, we not only provide a future research agenda and call for experiments that (1) are more theory-driven; (2) answer more ambitious research questions, and (3) use more robust designs, but we also provide several paths forward for experimentalists with an interest in entrepreneurship education to do so.
{"title":"Using Experimental Designs to Study Entrepreneurship Education: A Historical Overview, Critical Evaluation of Current Practices in the Field, and Directions for Future Research","authors":"B. Englis, Arjan J. Frederiks","doi":"10.1177/25151274231161102","DOIUrl":"https://doi.org/10.1177/25151274231161102","url":null,"abstract":"Over the last 20 years, there has been growing interest among scholars in conducting experiments in entrepreneurship education. In this paper, we first discuss how experiments as a research method have moved from the natural sciences into the social sciences and how the social sciences, including the educational sciences, have helped to address the challenges of using experiments in studying human behavior. Through the lens of the methodological advances made by the social sciences regarding conducting experiments, we systematically review the literature on entrepreneurship education research that has used experimental designs. By reviewing this literature, we provide an overview of what has and has not yet been studied using experimental designs and which type of experimental designs have been commonly used. Next, we critically evaluate current practices – both good and bad. Based on our critical assessment of the use of experimental designs in the field of entrepreneurship education research, we not only provide a future research agenda and call for experiments that (1) are more theory-driven; (2) answer more ambitious research questions, and (3) use more robust designs, but we also provide several paths forward for experimentalists with an interest in entrepreneurship education to do so.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126185114","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 : 2023-02-13DOI: 10.1177/25151274231156612
B. Campbell
Creating works of fiction is an underdeveloped approach for introductory entrepreneurship education. This article describes the rationale and flow of an award-winning undergraduate course that requires students to create short animated music videos designed to teach entrepreneurship to children. It outlines the expanded benefits that accompany this creative constructionist method for teaching entrepreneurship, especially as a gateway into the entrepreneurship curriculum for undergraduate students. The article adds to the growing body of literature on uses of fiction in entrepreneurship education.
{"title":"Animating Entrepreneurship: The Educational and Analytical Merits of Creating Cartoons","authors":"B. Campbell","doi":"10.1177/25151274231156612","DOIUrl":"https://doi.org/10.1177/25151274231156612","url":null,"abstract":"Creating works of fiction is an underdeveloped approach for introductory entrepreneurship education. This article describes the rationale and flow of an award-winning undergraduate course that requires students to create short animated music videos designed to teach entrepreneurship to children. It outlines the expanded benefits that accompany this creative constructionist method for teaching entrepreneurship, especially as a gateway into the entrepreneurship curriculum for undergraduate students. The article adds to the growing body of literature on uses of fiction in entrepreneurship education.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130592885","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 : 2023-01-24DOI: 10.1177/25151274231153487
L. Pittaway, C. Brush, Andrew C. Corbett, Maha M. Tantawy
This paper applies a supply-side perspective to entrepreneurship education research and explores the socialization process for students in entrepreneurship doctoral programs in the United States (US). It presents the challenges facing higher education regarding how academia prepares future professors to teach. The paper proceeds to build a new model by integrating concepts of cognitive apprenticeship with theories of socialization and considers how it can be used to address these concerns. Our research questions explore different types and stages of socialization, and our theory development presents a combined framework integrating socialization with cognitive apprenticeship. The paper then introduces the methodology for the study, a tripartite design that uses marketing documents/websites, as well as behavioral event and perception interviews. It discusses the results of the data as they relate to an ideal cognitive apprenticeship model. The work illustrates that there is much to do to improve educator development in doctoral programs. We discuss the conceptual contributions of our work illustrating the value of our model in entrepreneurship education, as well as highlighting its value in other research contexts. Seven recommendations are presented, intended to help enhance the way US programs in entrepreneurship embed the cognitive apprenticeship of educators into the learning process for future professors. Our primary contribution is to demonstrate how a cognitive apprenticeship model can be used to address entrepreneurship educator development concerns in doctoral programs, while avoiding significant changes or unreasonable investments in existing programs.
{"title":"Doctoral Programs in Entrepreneurship: Building Cognitive Apprenticeships","authors":"L. Pittaway, C. Brush, Andrew C. Corbett, Maha M. Tantawy","doi":"10.1177/25151274231153487","DOIUrl":"https://doi.org/10.1177/25151274231153487","url":null,"abstract":"This paper applies a supply-side perspective to entrepreneurship education research and explores the socialization process for students in entrepreneurship doctoral programs in the United States (US). It presents the challenges facing higher education regarding how academia prepares future professors to teach. The paper proceeds to build a new model by integrating concepts of cognitive apprenticeship with theories of socialization and considers how it can be used to address these concerns. Our research questions explore different types and stages of socialization, and our theory development presents a combined framework integrating socialization with cognitive apprenticeship. The paper then introduces the methodology for the study, a tripartite design that uses marketing documents/websites, as well as behavioral event and perception interviews. It discusses the results of the data as they relate to an ideal cognitive apprenticeship model. The work illustrates that there is much to do to improve educator development in doctoral programs. We discuss the conceptual contributions of our work illustrating the value of our model in entrepreneurship education, as well as highlighting its value in other research contexts. Seven recommendations are presented, intended to help enhance the way US programs in entrepreneurship embed the cognitive apprenticeship of educators into the learning process for future professors. Our primary contribution is to demonstrate how a cognitive apprenticeship model can be used to address entrepreneurship educator development concerns in doctoral programs, while avoiding significant changes or unreasonable investments in existing programs.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"42 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125115688","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 : 2023-01-20DOI: 10.1177/25151274231151633
Christoph Winkler
In this interview, Eric Liguori talks about the past, and more importantly the future, of entrepreneurship education. Liguori discusses the history and origins of Entrepreneurship Education and Pedagogy (EE&P; this publication), where it has been, and why he believes the future is so bright. He also discusses areas of opportunity for the future entrepreneurship education and advice for educators in how they approach the teaching of entrepreneurship. Liguori was the Founding Executive Editor of EE&P for 5 years, from January 1, 2018 – December 31, 2022. This article aims to honor his leadership to the journal as well as to celebrate his recognition as the United States Association for Small Business and Entrepreneurship’s 2023 Entrepreneurship Educator of the Year.
{"title":"Entrepreneurship Education & Pedagogy: An Interview With Eric Liguori","authors":"Christoph Winkler","doi":"10.1177/25151274231151633","DOIUrl":"https://doi.org/10.1177/25151274231151633","url":null,"abstract":"In this interview, Eric Liguori talks about the past, and more importantly the future, of entrepreneurship education. Liguori discusses the history and origins of Entrepreneurship Education and Pedagogy (EE&P; this publication), where it has been, and why he believes the future is so bright. He also discusses areas of opportunity for the future entrepreneurship education and advice for educators in how they approach the teaching of entrepreneurship. Liguori was the Founding Executive Editor of EE&P for 5 years, from January 1, 2018 – December 31, 2022. This article aims to honor his leadership to the journal as well as to celebrate his recognition as the United States Association for Small Business and Entrepreneurship’s 2023 Entrepreneurship Educator of the Year.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124342372","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 : 2023-01-02DOI: 10.1177/25151274221148222
Magnus Hoppe, Kamran Namdar
In this essay we explore some central societal and educational problems that educators ought to address in order to support sustainability and we argue the need for educating transformative entrepreneurial selves, that is, students with abilities to muster and organize resources pursuing a cause. The current situation calls for youth to develop entrepreneurial competences that will give them the means to introduce and drive change through individual action. In so doing, we put forward the concept of entrepreneurship for a cause to challenge more traditional ideas of what entrepreneurship encompasses. For education, we subsequently suggest using the concept of entrepreneurship education for a cause. We argue that entrepreneurship education has an important role to play as an enabler, but one in which individual self-interests connected to business venturing are given less attention than reflections upon how each individual through decisive action can support the creation of a more sustainable society. Central to our argument is the insight that new ideas about meaning in life that will support changing society away from consumption towards sustainability need to be added as a leading dimension in any education with the aspiration of transforming the world through the actions of its students.
{"title":"Towards Entrepreneurship for a Cause: Educating Transformative Entrepreneurial Selves for a Better World","authors":"Magnus Hoppe, Kamran Namdar","doi":"10.1177/25151274221148222","DOIUrl":"https://doi.org/10.1177/25151274221148222","url":null,"abstract":"In this essay we explore some central societal and educational problems that educators ought to address in order to support sustainability and we argue the need for educating transformative entrepreneurial selves, that is, students with abilities to muster and organize resources pursuing a cause. The current situation calls for youth to develop entrepreneurial competences that will give them the means to introduce and drive change through individual action. In so doing, we put forward the concept of entrepreneurship for a cause to challenge more traditional ideas of what entrepreneurship encompasses. For education, we subsequently suggest using the concept of entrepreneurship education for a cause. We argue that entrepreneurship education has an important role to play as an enabler, but one in which individual self-interests connected to business venturing are given less attention than reflections upon how each individual through decisive action can support the creation of a more sustainable society. Central to our argument is the insight that new ideas about meaning in life that will support changing society away from consumption towards sustainability need to be added as a leading dimension in any education with the aspiration of transforming the world through the actions of its students.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121704934","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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