Pub Date : 2022-06-15DOI: 10.1177/25151274221104706
Melati Nungsari, Denise Ni Shi Wong, Chin Jia Wei, Ngu Kirjane, Chee Shu Yee, S. Flanders, Phoon Yong Shian
Coronavirus-2019 (COVID-19) restrictions significantly influenced the learning and delivery of educational programs, especially traditionally hands-on educational programs. Entrepreneurship education and training (EET) studies on learners’ perceptions have so far focused on formal EET in university settings or Massive Open Online Courses (MOOCs). This paper explores youth perceptions of a non-formal, online EET program conducted during the pandemic. Perceptions matter since they tend to translate into attitudes, which in turn potentially translate into achieving learning outcomes (or not). Using hermeneutic content analysis (HCA), transcripts from 35 youth participants were analyzed, where the participants were categorized into four groups based on completion of the program and household income. Individual motivations were very important for all and the lack of social support was a concern for low-income youth. Almost a third of the dropouts who were part of the study did so to actually start their own business during the pandemic versus only one out of 18 of non-dropouts. The pandemic was disruptive to livelihoods and to their families, which sometimes made learning more difficult. Future online EET programs should relate learners’ motivations for learning entrepreneurship with learning outcomes by instilling social support structures and taking contextual influences into consideration.
{"title":"Perceptions of Entrepreneurship and Online Learning During the Coronavirus-2019 (COVID-19) Pandemic","authors":"Melati Nungsari, Denise Ni Shi Wong, Chin Jia Wei, Ngu Kirjane, Chee Shu Yee, S. Flanders, Phoon Yong Shian","doi":"10.1177/25151274221104706","DOIUrl":"https://doi.org/10.1177/25151274221104706","url":null,"abstract":"Coronavirus-2019 (COVID-19) restrictions significantly influenced the learning and delivery of educational programs, especially traditionally hands-on educational programs. Entrepreneurship education and training (EET) studies on learners’ perceptions have so far focused on formal EET in university settings or Massive Open Online Courses (MOOCs). This paper explores youth perceptions of a non-formal, online EET program conducted during the pandemic. Perceptions matter since they tend to translate into attitudes, which in turn potentially translate into achieving learning outcomes (or not). Using hermeneutic content analysis (HCA), transcripts from 35 youth participants were analyzed, where the participants were categorized into four groups based on completion of the program and household income. Individual motivations were very important for all and the lack of social support was a concern for low-income youth. Almost a third of the dropouts who were part of the study did so to actually start their own business during the pandemic versus only one out of 18 of non-dropouts. The pandemic was disruptive to livelihoods and to their families, which sometimes made learning more difficult. Future online EET programs should relate learners’ motivations for learning entrepreneurship with learning outcomes by instilling social support structures and taking contextual influences into consideration.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"238 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132028736","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 : 2022-06-14DOI: 10.1177/25151274221108354
Nils Magne Killingberg, E. Kubberød, Inger B. Pettersen
In this research, we explore the transition of entrepreneurship education (EE) graduates to working life. Even though many EE graduates find employment in established organisations rather than starting a new venture, few studies have empirically investigated the relevance of EE in this context. This paper addresses this gap by providing an in-depth longitudinal analysis of graduates’ transition from EE to working life, from entering the labour market to becoming an effective operator. In the study we interview 10 graduates from three master’s programmes directly after their graduation and then follow up with an interview 2 years into their careers. It explores how these graduates learn to become legitimate members of their workplace and how they apply their entrepreneurial competencies in this process. This study contributes to the broader debate on the relevance of EE for employability by demonstrating how entrepreneurial competencies foster the transition from EE to working life.
{"title":"Exploring the Transition to Working Life of Entrepreneurship Education Graduates: A Longitudinal Study","authors":"Nils Magne Killingberg, E. Kubberød, Inger B. Pettersen","doi":"10.1177/25151274221108354","DOIUrl":"https://doi.org/10.1177/25151274221108354","url":null,"abstract":"In this research, we explore the transition of entrepreneurship education (EE) graduates to working life. Even though many EE graduates find employment in established organisations rather than starting a new venture, few studies have empirically investigated the relevance of EE in this context. This paper addresses this gap by providing an in-depth longitudinal analysis of graduates’ transition from EE to working life, from entering the labour market to becoming an effective operator. In the study we interview 10 graduates from three master’s programmes directly after their graduation and then follow up with an interview 2 years into their careers. It explores how these graduates learn to become legitimate members of their workplace and how they apply their entrepreneurial competencies in this process. This study contributes to the broader debate on the relevance of EE for employability by demonstrating how entrepreneurial competencies foster the transition from EE to working life.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"47 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116300352","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 : 2022-05-27DOI: 10.1177/25151274221104702
Anna Vuorio, Giulio Zichella, Olukemi O. Sawyerr
The results of Entrepreneurship Education (EE) impact research have been equivocal, and one suggested explanation is the influence of contingencies such as the types of learning experiences, gender, and field of study. In this paper we aim to answer the question of which contingencies shape the outcome of EE by examining the outcome variables of entrepreneurial intentions (EI) and creative self-efficacy (CSE). Utilizing a quasi-experimental pre-post survey design, we surveyed 209 students from three universities who were exposed to three different learning experiences: writing a business plan, achieving proof-of-concept, and achieving proof-of-business. Through multi-value qualitative comparative analysis, we found six unique combinations associated with high levels of EI and CSE, respectively, after a learning experience. High EI and CSE are both associated with developing proof-of-concept and proof-of-business, but not with writing a business plan. Also, students’ fields of study play a role in high levels of EI regardless of the learning experience, while students’ prior work experience seems to play a role in EI and CSE.
{"title":"The Impact of Contingencies on Entrepreneurship Education Outcomes","authors":"Anna Vuorio, Giulio Zichella, Olukemi O. Sawyerr","doi":"10.1177/25151274221104702","DOIUrl":"https://doi.org/10.1177/25151274221104702","url":null,"abstract":"The results of Entrepreneurship Education (EE) impact research have been equivocal, and one suggested explanation is the influence of contingencies such as the types of learning experiences, gender, and field of study. In this paper we aim to answer the question of which contingencies shape the outcome of EE by examining the outcome variables of entrepreneurial intentions (EI) and creative self-efficacy (CSE). Utilizing a quasi-experimental pre-post survey design, we surveyed 209 students from three universities who were exposed to three different learning experiences: writing a business plan, achieving proof-of-concept, and achieving proof-of-business. Through multi-value qualitative comparative analysis, we found six unique combinations associated with high levels of EI and CSE, respectively, after a learning experience. High EI and CSE are both associated with developing proof-of-concept and proof-of-business, but not with writing a business plan. Also, students’ fields of study play a role in high levels of EI regardless of the learning experience, while students’ prior work experience seems to play a role in EI and CSE.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130510326","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 : 2022-05-23DOI: 10.1177/25151274221091698
Lea Oksanen, E. Oikkonen, Timo Pihkala
This study explores teachers’ professional development in entrepreneurship education (EE). It examines empirically the change in teachers’ EE practices among Finnish teachers in 2011–2017. Overall, the quantitative analysis reveals that entrepreneurship education practices are increasing, albeit unevenly. Three groups of teachers, EE experimenters, EE critics, and EE selectors show different profiles in their use of EE practices. Furthermore, these groups seem to represent different stages of EE professionalization. The analysis shows that teachers’ EE practices increase on the introductory stage but decrease deeply after. Moreover, the study suggests that teachers’ implementation of EE evolves along with their teaching experience. It reveals that teachers in different stages of professional development need different types of support and that the adoption of EE practices depends on the institutional and social support offered to teachers. The results of the investigation contribute to the literature of EE by introducing a new typology of teachers, also presenting empirical evidence of the teachers’ ability to absorb EE as a new approach. Furthermore, the study shows that for the adoption of EE it is not enough to emphasize the introductory stage but instead also the later stages of teacher’s professionalization need to be considered.
{"title":"Adopting Entrepreneurship Education—Teachers′ Professional Development","authors":"Lea Oksanen, E. Oikkonen, Timo Pihkala","doi":"10.1177/25151274221091698","DOIUrl":"https://doi.org/10.1177/25151274221091698","url":null,"abstract":"This study explores teachers’ professional development in entrepreneurship education (EE). It examines empirically the change in teachers’ EE practices among Finnish teachers in 2011–2017. Overall, the quantitative analysis reveals that entrepreneurship education practices are increasing, albeit unevenly. Three groups of teachers, EE experimenters, EE critics, and EE selectors show different profiles in their use of EE practices. Furthermore, these groups seem to represent different stages of EE professionalization. The analysis shows that teachers’ EE practices increase on the introductory stage but decrease deeply after. Moreover, the study suggests that teachers’ implementation of EE evolves along with their teaching experience. It reveals that teachers in different stages of professional development need different types of support and that the adoption of EE practices depends on the institutional and social support offered to teachers. The results of the investigation contribute to the literature of EE by introducing a new typology of teachers, also presenting empirical evidence of the teachers’ ability to absorb EE as a new approach. Furthermore, the study shows that for the adoption of EE it is not enough to emphasize the introductory stage but instead also the later stages of teacher’s professionalization need to be considered.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126975571","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 : 2022-05-23DOI: 10.1177/25151274221087471
R. Sheldon
This case follows Charlie Zerzan as he tries to save Latour-Marliac, the cash-strapped but historically important company he owns in the south of France. Rather than devastate the company, the global pandemic of 2020 was a boon, leaving it with a stock of cash just as a handful of unique opportunities for growth arrived. Dumaurier must decide how far to go in pursuing these opportunities. On one hand, the company needs growth to break a decades-long period of stagnation, while on the other it cannot go back to the dangerously precarious cash position it had been in. How much debt is too much? How will revenue trend in the future? In order to seize the moment, Zerzan must project cash flows for the next 4 years, choose a growth strategy, and present his banker with corresponding pro forma income statements.
{"title":"Latour-Marliac, Since 1875","authors":"R. Sheldon","doi":"10.1177/25151274221087471","DOIUrl":"https://doi.org/10.1177/25151274221087471","url":null,"abstract":"This case follows Charlie Zerzan as he tries to save Latour-Marliac, the cash-strapped but historically important company he owns in the south of France. Rather than devastate the company, the global pandemic of 2020 was a boon, leaving it with a stock of cash just as a handful of unique opportunities for growth arrived. Dumaurier must decide how far to go in pursuing these opportunities. On one hand, the company needs growth to break a decades-long period of stagnation, while on the other it cannot go back to the dangerously precarious cash position it had been in. How much debt is too much? How will revenue trend in the future? In order to seize the moment, Zerzan must project cash flows for the next 4 years, choose a growth strategy, and present his banker with corresponding pro forma income statements.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"3 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132940156","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 : 2022-05-07DOI: 10.1177/25151274221091692
Sanna Ilonen, Kaisa Hytönen
This study increases the understanding of students’ beliefs concerning intrapreneurial behaviour and its consequences. Based on previous studies of intrapreneurship and entrepreneurial outcome expectations and qualitative data collected from university students, we aimed to conceptualise students’ intrapreneurial outcome expectations and expose the possible differences between entrepreneurial and intrapreneurial outcome expectations related to entrepreneurship education. The qualitative research material comprised 74 learning diaries of students participating in bachelor-level intrapreneurship courses. The qualitative research material was analysed according to a qualitative content analysis. Intrapreneurial outcome expectations respond to the question, ‘If I engage in intrapreneurship, what will happen?’ The findings revealed that students perceived positive and negative consequences of intrapreneurial outcome expectations at three levels: individual, organisational, and societal. The findings also revealed differences between intrapreneurial and entrepreneurial outcome expectations regarding the level at which the students handled the content. The study highlights the importance of levels of outcome expectations other than the individual level, which dominates general and entrepreneurship outcome expectations research. It demonstrates that intrapreneurial outcome expectations should be considered different from entrepreneurial outcome expectations and understood not only from the individual level, as the consequences of intrapreneurial behaviour influence people, organisations, and beyond.
{"title":"Why Should I Become an Intrapreneur? Introducing the Concept of Intrapreneurial Outcome Expectations","authors":"Sanna Ilonen, Kaisa Hytönen","doi":"10.1177/25151274221091692","DOIUrl":"https://doi.org/10.1177/25151274221091692","url":null,"abstract":"This study increases the understanding of students’ beliefs concerning intrapreneurial behaviour and its consequences. Based on previous studies of intrapreneurship and entrepreneurial outcome expectations and qualitative data collected from university students, we aimed to conceptualise students’ intrapreneurial outcome expectations and expose the possible differences between entrepreneurial and intrapreneurial outcome expectations related to entrepreneurship education. The qualitative research material comprised 74 learning diaries of students participating in bachelor-level intrapreneurship courses. The qualitative research material was analysed according to a qualitative content analysis. Intrapreneurial outcome expectations respond to the question, ‘If I engage in intrapreneurship, what will happen?’ The findings revealed that students perceived positive and negative consequences of intrapreneurial outcome expectations at three levels: individual, organisational, and societal. The findings also revealed differences between intrapreneurial and entrepreneurial outcome expectations regarding the level at which the students handled the content. The study highlights the importance of levels of outcome expectations other than the individual level, which dominates general and entrepreneurship outcome expectations research. It demonstrates that intrapreneurial outcome expectations should be considered different from entrepreneurial outcome expectations and understood not only from the individual level, as the consequences of intrapreneurial behaviour influence people, organisations, and beyond.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132925689","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 : 2022-04-24DOI: 10.1177/25151274221096035
Gregory R. L. Hadley
This paper proposes a characterization of the youth entrepreneur and, subsequently, explores pedagogies that can assist in the development of entrepreneurial knowledge, skills and attitudes (KSAs) among youth in a secondary school context. Data was collected via a mixed methods approach. A small cross-section of high school students from the Canadian province Nova Scotia participated in a semi structured interview on entrepreneurship and pedagogy, while a larger cross-section completed a survey that assessed perceived degree of entrepreneurialism. The study concluded that young people possess, to varying degrees, a variety of entrepreneurial knowledge, skills and attitudes. Furthermore, it was found that those KSAs are largely gathered, refined and mobilized in extra-curricular contexts, leaving secondary schools to consider how to better support the entrepreneurialism of their students. The various implications of these findings, as they relate to pedagogy, practice, and educational policy are explored in detail.
{"title":"A Characterization and Pedagogical Analysis of Youth Entrepreneurship","authors":"Gregory R. L. Hadley","doi":"10.1177/25151274221096035","DOIUrl":"https://doi.org/10.1177/25151274221096035","url":null,"abstract":"This paper proposes a characterization of the youth entrepreneur and, subsequently, explores pedagogies that can assist in the development of entrepreneurial knowledge, skills and attitudes (KSAs) among youth in a secondary school context. Data was collected via a mixed methods approach. A small cross-section of high school students from the Canadian province Nova Scotia participated in a semi structured interview on entrepreneurship and pedagogy, while a larger cross-section completed a survey that assessed perceived degree of entrepreneurialism. The study concluded that young people possess, to varying degrees, a variety of entrepreneurial knowledge, skills and attitudes. Furthermore, it was found that those KSAs are largely gathered, refined and mobilized in extra-curricular contexts, leaving secondary schools to consider how to better support the entrepreneurialism of their students. The various implications of these findings, as they relate to pedagogy, practice, and educational policy are explored in detail.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130707374","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 : 2022-03-08DOI: 10.1177/25151274221079119
D. Smith, J. Muldoon, G. Lakshmikanth
COVID-19 has had a dramatic impact on academics. Academic programs that require experiential learning, such as entrepreneurship, were presented with severe problems. At the time, the pandemic hit, Liguori and Winkler (2020) speculated on how entrepreneurship professors would respond to the challenge. Our article is an examination of how COVID-19 has impacted pitch competitions, a vital part of the entrepreneurship curriculum. We found that COVID-19 shut down pitch competitions for a year, and they returned last year using virtual web conferencing technologies such as Zoom. Our findings indicate that COVID-19 caused permanent changes to pitch competitions even though directors and other stakeholders may desire traditional face-to-face interactions.
{"title":"The Need for Modification: The Impact of COVID-19 on Pitch Competitions","authors":"D. Smith, J. Muldoon, G. Lakshmikanth","doi":"10.1177/25151274221079119","DOIUrl":"https://doi.org/10.1177/25151274221079119","url":null,"abstract":"COVID-19 has had a dramatic impact on academics. Academic programs that require experiential learning, such as entrepreneurship, were presented with severe problems. At the time, the pandemic hit, Liguori and Winkler (2020) speculated on how entrepreneurship professors would respond to the challenge. Our article is an examination of how COVID-19 has impacted pitch competitions, a vital part of the entrepreneurship curriculum. We found that COVID-19 shut down pitch competitions for a year, and they returned last year using virtual web conferencing technologies such as Zoom. Our findings indicate that COVID-19 caused permanent changes to pitch competitions even though directors and other stakeholders may desire traditional face-to-face interactions.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"2019 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121540644","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 : 2022-03-08DOI: 10.1177/25151274221082461
Emma Fleck, Atul Teckchandani, Doan Winkel
The Is It Real? exercise gives students a glimpse into the entrepreneurial experience by prompting them to have a brief experience with and reflect on the pressures, constraints, and incentives of new business creation. Given that entrepreneurship education encourages the creation of more ventures, and generally encourages students to act entrepreneurially, this exercise helps students understand the importance of the opportunity formation process and ethical decision-making under pressure. Through a 30-minute moneymaking competition, completed in small teams, students develop an appreciation for the variety of business models, the benefit of creating sustainable revenue streams, and the importance of doing business in an ethical way. The debriefing following the exercise gives students an opportunity to reflect on these activities and learn from the experiences of others in the class, building knowledge of the entrepreneurial experience.
{"title":"Is It Real?: Experiencing Entrepreneurship in Only 30 Minutes","authors":"Emma Fleck, Atul Teckchandani, Doan Winkel","doi":"10.1177/25151274221082461","DOIUrl":"https://doi.org/10.1177/25151274221082461","url":null,"abstract":"The Is It Real? exercise gives students a glimpse into the entrepreneurial experience by prompting them to have a brief experience with and reflect on the pressures, constraints, and incentives of new business creation. Given that entrepreneurship education encourages the creation of more ventures, and generally encourages students to act entrepreneurially, this exercise helps students understand the importance of the opportunity formation process and ethical decision-making under pressure. Through a 30-minute moneymaking competition, completed in small teams, students develop an appreciation for the variety of business models, the benefit of creating sustainable revenue streams, and the importance of doing business in an ethical way. The debriefing following the exercise gives students an opportunity to reflect on these activities and learn from the experiences of others in the class, building knowledge of the entrepreneurial experience.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"38 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132954432","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 : 2022-02-23DOI: 10.1177/25151274221075742
J. P. Allen
Debate is an active learning tool used across many disciplines. We report on the use of debates in an introductory Masters’ level entrepreneurship course as a learning innovation, both face-to-face and online. Based on McBride’s definition of the philosophy of entrepreneurship, the debates focus on fundamental questions in entrepreneurship research and thought. Rotating teams debate in front of their classmates, with the audience evaluating their debate performance immediately afterwards during a short debriefing led by the instructor. For half of the debates, teams are able to choose which side of argument to take, but for the other half they might be forced to defend positions that they believe are weaker or incorrect. The debate format embraces active learning theories, requiring both speakers and audience to make choices and evaluate peer-reviewed evidence, with an intent to develop higher-order critical thinking skills. We discuss the self-reported effects that entrepreneurial debates have on self-efficacy, moving from intention to action, and on the creation of memorable entrepreneurial events for this specific audience.
{"title":"Philosophizing About Entrepreneurship: Introducing Entrepreneurship Through the Debate of Fundamental Questions","authors":"J. P. Allen","doi":"10.1177/25151274221075742","DOIUrl":"https://doi.org/10.1177/25151274221075742","url":null,"abstract":"Debate is an active learning tool used across many disciplines. We report on the use of debates in an introductory Masters’ level entrepreneurship course as a learning innovation, both face-to-face and online. Based on McBride’s definition of the philosophy of entrepreneurship, the debates focus on fundamental questions in entrepreneurship research and thought. Rotating teams debate in front of their classmates, with the audience evaluating their debate performance immediately afterwards during a short debriefing led by the instructor. For half of the debates, teams are able to choose which side of argument to take, but for the other half they might be forced to defend positions that they believe are weaker or incorrect. The debate format embraces active learning theories, requiring both speakers and audience to make choices and evaluate peer-reviewed evidence, with an intent to develop higher-order critical thinking skills. We discuss the self-reported effects that entrepreneurial debates have on self-efficacy, moving from intention to action, and on the creation of memorable entrepreneurial events for this specific audience.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122594087","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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