Pub Date : 2022-12-15DOI: 10.1177/25151274221144216
Steve Taylor, C. Woods, M. Johnston
The Lighthouse was a learning activity that offered entrepreneurship pedagogy outside the academic structures of higher education, in a religious context, and among grassroots practitioners. Over three years, participants passionate about their local communities were gathered nationally from across Aotearoa New Zealand. A weekend workshop introduced two artifacts: an Idea to Mission Opportunity Canvas and a Next Steps template. These were process-facilitation structures that through contextualised approaches, empowered participants to embed entrepreneurship processes in their local context. Pedagogical concepts of boundary-crossing and collaborative spirals of learning provides ways to understand the Lighthouse as a transdisciplinary learning innovation. Boundary-crossing learning mechanisms, including identification, coordination, perspective-making and transformation, inform analysis of the weekend. The mechanisms of identification and coordination provided ways to subvert traditional clergy structures. A collaborative spiral of learning provided a way to weave together religious resources with entrepreneurial processes. Participants felt empowered by the perspective-making of the Apostle Paul as an innovator. Participant feedback pointed to the need for a fifth boundary crossing learning mechanism, life-long learning.
{"title":"Lighthouse as a Transdisciplinary Boundary-Crossing Learning Innovation","authors":"Steve Taylor, C. Woods, M. Johnston","doi":"10.1177/25151274221144216","DOIUrl":"https://doi.org/10.1177/25151274221144216","url":null,"abstract":"The Lighthouse was a learning activity that offered entrepreneurship pedagogy outside the academic structures of higher education, in a religious context, and among grassroots practitioners. Over three years, participants passionate about their local communities were gathered nationally from across Aotearoa New Zealand. A weekend workshop introduced two artifacts: an Idea to Mission Opportunity Canvas and a Next Steps template. These were process-facilitation structures that through contextualised approaches, empowered participants to embed entrepreneurship processes in their local context. Pedagogical concepts of boundary-crossing and collaborative spirals of learning provides ways to understand the Lighthouse as a transdisciplinary learning innovation. Boundary-crossing learning mechanisms, including identification, coordination, perspective-making and transformation, inform analysis of the weekend. The mechanisms of identification and coordination provided ways to subvert traditional clergy structures. A collaborative spiral of learning provided a way to weave together religious resources with entrepreneurial processes. Participants felt empowered by the perspective-making of the Apostle Paul as an innovator. Participant feedback pointed to the need for a fifth boundary crossing learning mechanism, life-long learning.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121542034","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 : 2022-12-07DOI: 10.1177/25151274221143147
Alexandre Leite DE Ávila, E. Davel, S. Elias
Although emotions have been recognized as fundamental for entrepreneurship and educational practices in general, the role of emotions in entrepreneurship education (EE) remains overlooked in entrepreneurship scholarship, particularly in the field of EE in the arts, where entrepreneurs are driven by their passion and strong emotional connections to their artistic projects. In this article, we discuss how emotion, and in particular passion, impacts entrepreneurship educational practices in the context of artistic entrepreneurship. Our 24-month inductive practice-based study, which used different sources of information (documents produced by the participants, direct observation, videos and semi-structured interviews) resulted in the identification of two dynamics of passion (transforming and contagious) and three aspects in which passion affected the EE process (motivation, collaboration and resilience). We conclude that our results can enrich studies in EE from different paths: discussing the relations between impacts of passion and other widely discussed constructs, broadening the understanding of passion as a dynamic and sociocultural emotion and highlighting the role of pedagogical practices in this context. Additionally, we broaden current understandings of the importance of passion for EE in the arts field.
{"title":"Emotion in Entrepreneurship Education: Passion in Artistic Entrepreneurship Practice","authors":"Alexandre Leite DE Ávila, E. Davel, S. Elias","doi":"10.1177/25151274221143147","DOIUrl":"https://doi.org/10.1177/25151274221143147","url":null,"abstract":"Although emotions have been recognized as fundamental for entrepreneurship and educational practices in general, the role of emotions in entrepreneurship education (EE) remains overlooked in entrepreneurship scholarship, particularly in the field of EE in the arts, where entrepreneurs are driven by their passion and strong emotional connections to their artistic projects. In this article, we discuss how emotion, and in particular passion, impacts entrepreneurship educational practices in the context of artistic entrepreneurship. Our 24-month inductive practice-based study, which used different sources of information (documents produced by the participants, direct observation, videos and semi-structured interviews) resulted in the identification of two dynamics of passion (transforming and contagious) and three aspects in which passion affected the EE process (motivation, collaboration and resilience). We conclude that our results can enrich studies in EE from different paths: discussing the relations between impacts of passion and other widely discussed constructs, broadening the understanding of passion as a dynamic and sociocultural emotion and highlighting the role of pedagogical practices in this context. Additionally, we broaden current understandings of the importance of passion for EE in the arts field.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124083396","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 : 2022-12-06DOI: 10.1177/25151274221144218
Dave Silberman, Herman Aguinis, Rob E. Carpenter
We address the ongoing concern that entrepreneurship education (EE) is not preparing students sufficiently well for jobs in the 21st-century. We argue that many criticisms leveled against EE for not effectively addressing the entrepreneurial skills gap are due in part to EE’s emphasis on the roles of specific stakeholder groups separately (i.e., universities and their leaders, instructors, students, potential employers) rather than a shared focus on developing valuable graduates. Stated differently, there are competing and conflicting “ownerships” over the entrepreneurial skills gap. We enhance current pedagogical methods by offering a learning innovation called extreme pedagogy. Extreme pedagogy takes place when all stakeholders have a collective intention and ownership in producing graduates with relevant entrepreneurial skills. We describe extreme pedagogy’s conceptual foundation based on psychological ownership theory, the effective of use of extreme ownership in military contexts, and the role of universities and their leaders, instructors, students, and potential employers in the implementation of extreme pedagogy. We then summarize themes from a workshop involving entrepreneurial leaders across industries on EE challenges and the role of extreme pedagogy in addressing them. We close by describing anticipated benefits of extreme pedagogy for all EE stakeholders.
{"title":"Using Extreme Pedagogy to Enhance Entrepreneurship Education","authors":"Dave Silberman, Herman Aguinis, Rob E. Carpenter","doi":"10.1177/25151274221144218","DOIUrl":"https://doi.org/10.1177/25151274221144218","url":null,"abstract":"We address the ongoing concern that entrepreneurship education (EE) is not preparing students sufficiently well for jobs in the 21st-century. We argue that many criticisms leveled against EE for not effectively addressing the entrepreneurial skills gap are due in part to EE’s emphasis on the roles of specific stakeholder groups separately (i.e., universities and their leaders, instructors, students, potential employers) rather than a shared focus on developing valuable graduates. Stated differently, there are competing and conflicting “ownerships” over the entrepreneurial skills gap. We enhance current pedagogical methods by offering a learning innovation called extreme pedagogy. Extreme pedagogy takes place when all stakeholders have a collective intention and ownership in producing graduates with relevant entrepreneurial skills. We describe extreme pedagogy’s conceptual foundation based on psychological ownership theory, the effective of use of extreme ownership in military contexts, and the role of universities and their leaders, instructors, students, and potential employers in the implementation of extreme pedagogy. We then summarize themes from a workshop involving entrepreneurial leaders across industries on EE challenges and the role of extreme pedagogy in addressing them. We close by describing anticipated benefits of extreme pedagogy for all EE stakeholders.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121289717","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 : 2022-12-02DOI: 10.1177/25151274221143146
Suzanne Mawson, L. Casulli, E. Simmons
In recent years Entrepreneurship Education (EE) has become prevalent throughout Higher Education (HE), with a proliferation of programming for learners from Undergraduate to Post-experience studies. Despite the rapid scaling of provision, the majority of extant EE offerings demonstrate little conceptual evolution and development from early programs. Many approaches fall short of enabling the cognitive and behavioral change so critical to supporting entrepreneurial action. In this article we consider the concept of entrepreneurial mindset (EM) as a framing for EE programming, conceptualizing it as an approach to support the development of multidimensional cognitive and emotional competences and behavioral outcomes to enable entrepreneurial value creating activity across a range of contexts. We focus specifically on how educators can actively support the development of an EM through EE programming and start a conversation on the practicalities of operationalizing the EM concept within HE teaching and learning activity.
{"title":"A Competence Development Approach for Entrepreneurial Mindset in Entrepreneurship Education","authors":"Suzanne Mawson, L. Casulli, E. Simmons","doi":"10.1177/25151274221143146","DOIUrl":"https://doi.org/10.1177/25151274221143146","url":null,"abstract":"In recent years Entrepreneurship Education (EE) has become prevalent throughout Higher Education (HE), with a proliferation of programming for learners from Undergraduate to Post-experience studies. Despite the rapid scaling of provision, the majority of extant EE offerings demonstrate little conceptual evolution and development from early programs. Many approaches fall short of enabling the cognitive and behavioral change so critical to supporting entrepreneurial action. In this article we consider the concept of entrepreneurial mindset (EM) as a framing for EE programming, conceptualizing it as an approach to support the development of multidimensional cognitive and emotional competences and behavioral outcomes to enable entrepreneurial value creating activity across a range of contexts. We focus specifically on how educators can actively support the development of an EM through EE programming and start a conversation on the practicalities of operationalizing the EM concept within HE teaching and learning activity.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131562853","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 : 2022-10-03DOI: 10.1177/25151274221130006
T. Nguyen
The present study is aimed at exploring the language undergraduates’ entrepreneurial mindset (EM) needs from the perspectives of multiple stakeholders to inform the design of the undergraduates’ EM course as an effective workplace preparation, helping them approach complex changes effectively in the era of globalization. Both qualitative and quantitative data were collected in an exploratory design of a mixed methods study. Specifically, nine interviews with EM lecturers, experts and entrepreneurs, and then a survey questionnaire with 253 valid responses from language undergraduates was conducted. As a result, EM course components including expected learning outcomes, assessment and instructional plan for language undergraduates were proposed with specifications based on the learners’ needs. The findings may have led to significant implications to course designers, lecturers, researchers, and institute administrators in their common practice towards developing not just an appropriate EM course but also a sustainable entrepreneurial ecosystem for language undergraduates.
{"title":"Exploring Language-Majored Undergraduates’ Needs of Entrepreneurial Mindset Competencies for an Effective Workplace Preparation Course in Vietnam","authors":"T. Nguyen","doi":"10.1177/25151274221130006","DOIUrl":"https://doi.org/10.1177/25151274221130006","url":null,"abstract":"The present study is aimed at exploring the language undergraduates’ entrepreneurial mindset (EM) needs from the perspectives of multiple stakeholders to inform the design of the undergraduates’ EM course as an effective workplace preparation, helping them approach complex changes effectively in the era of globalization. Both qualitative and quantitative data were collected in an exploratory design of a mixed methods study. Specifically, nine interviews with EM lecturers, experts and entrepreneurs, and then a survey questionnaire with 253 valid responses from language undergraduates was conducted. As a result, EM course components including expected learning outcomes, assessment and instructional plan for language undergraduates were proposed with specifications based on the learners’ needs. The findings may have led to significant implications to course designers, lecturers, researchers, and institute administrators in their common practice towards developing not just an appropriate EM course but also a sustainable entrepreneurial ecosystem for language undergraduates.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128674486","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 : 2022-09-28DOI: 10.1177/25151274221130005
Katarina Ellborg
Teaching methods and students’ preconceptions are considered a crucial basis for entrepreneurship education, not least when entrepreneurship is taught outside business schools with differentiated learning outcomes. This qualitative study seeks to explore students’ experiences of a visual-based teaching exercise––“Images of entrepreneurship”––and examines how the exercise contributes to making their preconceptions of entrepreneurship explicit. The study presents the exercise and its theoretical underpinnings and then, via interviews with 28 students from various educational backgrounds, gives a unique insight into their experiences of the exercise. The purpose is to contribute to the development of theory on pedagogical practices in classroom settings in entrepreneurship education in higher education. In order to systematically discuss the students’ relationship to the exercise and to their preconceptions of entrepreneurship, implicit theories are proposed and developed as a theoretical framework. Based on the students’ views, this study shows that entrepreneurship educators can use visual material to initiate reflective conversations about students’ implicit entrepreneurship theories, and involve students in evaluations of teaching methods in order to promote their perspective.
{"title":"In the Eye of the Beholder: Visualising Students’ Implicit Entrepreneurship Theories","authors":"Katarina Ellborg","doi":"10.1177/25151274221130005","DOIUrl":"https://doi.org/10.1177/25151274221130005","url":null,"abstract":"Teaching methods and students’ preconceptions are considered a crucial basis for entrepreneurship education, not least when entrepreneurship is taught outside business schools with differentiated learning outcomes. This qualitative study seeks to explore students’ experiences of a visual-based teaching exercise––“Images of entrepreneurship”––and examines how the exercise contributes to making their preconceptions of entrepreneurship explicit. The study presents the exercise and its theoretical underpinnings and then, via interviews with 28 students from various educational backgrounds, gives a unique insight into their experiences of the exercise. The purpose is to contribute to the development of theory on pedagogical practices in classroom settings in entrepreneurship education in higher education. In order to systematically discuss the students’ relationship to the exercise and to their preconceptions of entrepreneurship, implicit theories are proposed and developed as a theoretical framework. Based on the students’ views, this study shows that entrepreneurship educators can use visual material to initiate reflective conversations about students’ implicit entrepreneurship theories, and involve students in evaluations of teaching methods in order to promote their perspective.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114221078","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 : 2022-09-23DOI: 10.1177/25151274221096053
O. Petrova, Natallia Gray, N. Johnston, S. Stovall
Russian Doll, an independently owned and operated small ethnic restaurant serving handcrafted Russian food, opened its doors on January 1, 2015 in a rural river town in Southeast Missouri. The owner, Ana, had mastered many of her home country’s recipes and excelled in the kitchen. Her restaurant focused on introducing American audience to Russian culinary delights and culture, featuring authentic, made-to-order fare and a neighborly atmosphere. Ana had long dreamed of her own restaurant but without prior industry experience or formal training running the business wasn’t easy. In December 2015, after 1 year of operations, Ana found herself wondering how to proceed. Was Russian Doll a feasible entrepreneurial enterprise to begin with? Could Ana’s business be saved or was it time to call it quits and shut down?
{"title":"Unstacking the Russian Doll: An Integrative Interdisciplinary Analysis of Restaurant Operations","authors":"O. Petrova, Natallia Gray, N. Johnston, S. Stovall","doi":"10.1177/25151274221096053","DOIUrl":"https://doi.org/10.1177/25151274221096053","url":null,"abstract":"Russian Doll, an independently owned and operated small ethnic restaurant serving handcrafted Russian food, opened its doors on January 1, 2015 in a rural river town in Southeast Missouri. The owner, Ana, had mastered many of her home country’s recipes and excelled in the kitchen. Her restaurant focused on introducing American audience to Russian culinary delights and culture, featuring authentic, made-to-order fare and a neighborly atmosphere. Ana had long dreamed of her own restaurant but without prior industry experience or formal training running the business wasn’t easy. In December 2015, after 1 year of operations, Ana found herself wondering how to proceed. Was Russian Doll a feasible entrepreneurial enterprise to begin with? Could Ana’s business be saved or was it time to call it quits and shut down?","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134434280","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 : 2022-08-28DOI: 10.1177/25151274221120071
Wen Guo, D. McGraw
Studies of alumni from arts-focused degree programs in American higher education have revealed the need for arts entrepreneurship training for self-reliant careers, resulting in the creation of at least 168 programs and course offerings for students in a range of arts disciplines. Using factor analysis of datasets from the 2015–2017 administrations of the Strategic National Arts Alumni Project, a multi-institution online alumni survey, this paper divides the skills most relevant to arts entrepreneurship training into four latent categories: critical thinking, leadership, business management, and artistic specialty. A logistic regression revealed statistically significant associations between the latent variables with alumni’s propensity for freelancing and new venture creation. We also identified that race interacts with both student loan amount and family social and cultural capital. Arts-focused higher education programs should consider how they can offer training in these skill groups and complementary opportunities for financially challenged college students and those with fewer familial connections to the arts without creating additional barriers to careers in the arts.
{"title":"The Arts Alumni Have Spoken: The Impact of Training in Higher Education on Entrepreneurial Careers","authors":"Wen Guo, D. McGraw","doi":"10.1177/25151274221120071","DOIUrl":"https://doi.org/10.1177/25151274221120071","url":null,"abstract":"Studies of alumni from arts-focused degree programs in American higher education have revealed the need for arts entrepreneurship training for self-reliant careers, resulting in the creation of at least 168 programs and course offerings for students in a range of arts disciplines. Using factor analysis of datasets from the 2015–2017 administrations of the Strategic National Arts Alumni Project, a multi-institution online alumni survey, this paper divides the skills most relevant to arts entrepreneurship training into four latent categories: critical thinking, leadership, business management, and artistic specialty. A logistic regression revealed statistically significant associations between the latent variables with alumni’s propensity for freelancing and new venture creation. We also identified that race interacts with both student loan amount and family social and cultural capital. Arts-focused higher education programs should consider how they can offer training in these skill groups and complementary opportunities for financially challenged college students and those with fewer familial connections to the arts without creating additional barriers to careers in the arts.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"440 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123781334","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 : 2022-08-13DOI: 10.1177/25151274221117881
Lise Anne D. Slatten, G. Stewart, P. Lanier, Keith R. Credo, Josh Bendickson
This learning innovation offers a model by which university faculty can increase community engagement, provide greater opportunities to under-served populations, and advance inclusive programming in entrepreneurship education. We present a learning innovation to enhance working with local K-12 focused nonprofit organizations to positively influence individuals, communities, and local entrepreneurship ecosystems.
{"title":"Entrepreneurship Education as a Vehicle for K-12 Inclusion: A Case with Boys & Girls Clubs of America","authors":"Lise Anne D. Slatten, G. Stewart, P. Lanier, Keith R. Credo, Josh Bendickson","doi":"10.1177/25151274221117881","DOIUrl":"https://doi.org/10.1177/25151274221117881","url":null,"abstract":"This learning innovation offers a model by which university faculty can increase community engagement, provide greater opportunities to under-served populations, and advance inclusive programming in entrepreneurship education. We present a learning innovation to enhance working with local K-12 focused nonprofit organizations to positively influence individuals, communities, and local entrepreneurship ecosystems.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126704256","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 : 2022-07-15DOI: 10.1177/25151274221108433
Toi E. Hershmann, Jiangmei Yuan, J. Follmer, Ugur Kale, Carrie J. White
This mixed-methods study examined the impacts of a blended entrepreneurial course on secondary students’ entrepreneurial self-efficacy (ESE) and intentions, which were measured with pre- and post-surveys. The artifacts students created (elevator pitches and business canvas models) were collected. Survey results revealed no improvement in ESE, but significant improvements in two dimensions of intentions: professional attraction and entrepreneurial capacity. Artifact results showed that students could identify problems and generate solutions, but they could not project revenues. These findings suggest that blended courses can increase students’ professional attraction of entrepreneurship and entrepreneurial capacity and enable them to identify problems and generate solutions.
{"title":"The Impacts of a Blended Entrepreneurship Course on Secondary Students' Entrepreneurial Self-Efficacy and Entrepreneurial Intentions","authors":"Toi E. Hershmann, Jiangmei Yuan, J. Follmer, Ugur Kale, Carrie J. White","doi":"10.1177/25151274221108433","DOIUrl":"https://doi.org/10.1177/25151274221108433","url":null,"abstract":"This mixed-methods study examined the impacts of a blended entrepreneurial course on secondary students’ entrepreneurial self-efficacy (ESE) and intentions, which were measured with pre- and post-surveys. The artifacts students created (elevator pitches and business canvas models) were collected. Survey results revealed no improvement in ESE, but significant improvements in two dimensions of intentions: professional attraction and entrepreneurial capacity. Artifact results showed that students could identify problems and generate solutions, but they could not project revenues. These findings suggest that blended courses can increase students’ professional attraction of entrepreneurship and entrepreneurial capacity and enable them to identify problems and generate solutions.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114616595","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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