Pub Date : 2021-12-21DOI: 10.1177/25151274211047443
Stephanie A. Fernhaber
Social entrepreneurship is on the rise. For educators, it is no longer a question of if we should teach social entrepreneurship, but rather how we might best do so. The Social Enterprise Audit is introduced as an innovative way to combine in-class learning with active engagement in the social entrepreneurship community. Student teams are matched with local social enterprises. As foundational concepts of social entrepreneurship are taught in the classroom, student teams visit and meet with their social enterprise partner to apply the concepts. The final deliverable includes an analysis and critique of the social enterprise along with a set of recommendations. The structured approach is easy for the instructor to implement and aligns directly with course material. Students benefit by nurturing their identity as a social entrepreneur while developing a skillset that equips them to make a difference.
{"title":"Actively Engaging with Social Entrepreneurs: The Social Enterprise Audit","authors":"Stephanie A. Fernhaber","doi":"10.1177/25151274211047443","DOIUrl":"https://doi.org/10.1177/25151274211047443","url":null,"abstract":"Social entrepreneurship is on the rise. For educators, it is no longer a question of if we should teach social entrepreneurship, but rather how we might best do so. The Social Enterprise Audit is introduced as an innovative way to combine in-class learning with active engagement in the social entrepreneurship community. Student teams are matched with local social enterprises. As foundational concepts of social entrepreneurship are taught in the classroom, student teams visit and meet with their social enterprise partner to apply the concepts. The final deliverable includes an analysis and critique of the social enterprise along with a set of recommendations. The structured approach is easy for the instructor to implement and aligns directly with course material. Students benefit by nurturing their identity as a social entrepreneur while developing a skillset that equips them to make a difference.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121662550","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 : 2021-11-12DOI: 10.1177/25151274211045913
Irene Kujala, Anna-Greta Nyström, Charlotta Wendelin, Malin E. Brännback
Entrepreneurship education has established itself as a broad research stream, covering such topics as entrepreneurial intentions, skills, competences, and activities. Paradoxically, research is scant concerning detailed descriptions of pedagogical interventions or models for how to support the development of entrepreneurial skills in higher education. We address this research gap by describing and analyzing an empirical case, in which two higher education institutions have formed a joint learning platform for enhancing entrepreneurship education. The learning platform aligns project-based learning, collaborative learning, and action learning, referred to as the action-based approach to entrepreneurship education. Based on data collected through participatory action research, three aspects emerge as essential factors for the learning platform to continue to embrace action-based learning, namely (i) awareness of strategic and pedagogical visions within its community, (ii) dimensions of power and control, and (iii) reflective practices. Reflection occurs as a result of collaborative and project-based learning in authentic contexts with real-time, client-sponsored challenges and tasks.
{"title":"Action-Based Learning Platform for Entrepreneurship Education—Case NÅA Business Center","authors":"Irene Kujala, Anna-Greta Nyström, Charlotta Wendelin, Malin E. Brännback","doi":"10.1177/25151274211045913","DOIUrl":"https://doi.org/10.1177/25151274211045913","url":null,"abstract":"Entrepreneurship education has established itself as a broad research stream, covering such topics as entrepreneurial intentions, skills, competences, and activities. Paradoxically, research is scant concerning detailed descriptions of pedagogical interventions or models for how to support the development of entrepreneurial skills in higher education. We address this research gap by describing and analyzing an empirical case, in which two higher education institutions have formed a joint learning platform for enhancing entrepreneurship education. The learning platform aligns project-based learning, collaborative learning, and action learning, referred to as the action-based approach to entrepreneurship education. Based on data collected through participatory action research, three aspects emerge as essential factors for the learning platform to continue to embrace action-based learning, namely (i) awareness of strategic and pedagogical visions within its community, (ii) dimensions of power and control, and (iii) reflective practices. Reflection occurs as a result of collaborative and project-based learning in authentic contexts with real-time, client-sponsored challenges and tasks.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"113 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132772305","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 : 2021-11-08DOI: 10.1177/25151274211045696
J. Hart, Gary D. Beckman
A topic not often addressed in entrepreneurship literature is the broader similarities and differences between arts and non-arts entrepreneurs and the implications these analogous distinctions have in the classroom. This article is an initial exploration of the topic and outlines a minimal, broad-based hierarchy of the artistic process. Further, we attempt to identify the fundamental similarities of the two entrepreneurs and suggest they both engage not only in an analogous process, they are somewhat distinct in the “meta” materials used. Through comparison, we posit that the “meta” process used by artists is also used by non-arts entrepreneurs. By drawing attention to these analogies, educators will likely discover components applicable to traditional entrepreneurship courses; the inverse is already occurring within the medium of creative and arts entrepreneurship.
{"title":"Aesthetics, Medium, and Method: An Introduction to the Differences and Similarities Between Arts and Non-arts Entrepreneurs","authors":"J. Hart, Gary D. Beckman","doi":"10.1177/25151274211045696","DOIUrl":"https://doi.org/10.1177/25151274211045696","url":null,"abstract":"A topic not often addressed in entrepreneurship literature is the broader similarities and differences between arts and non-arts entrepreneurs and the implications these analogous distinctions have in the classroom. This article is an initial exploration of the topic and outlines a minimal, broad-based hierarchy of the artistic process. Further, we attempt to identify the fundamental similarities of the two entrepreneurs and suggest they both engage not only in an analogous process, they are somewhat distinct in the “meta” materials used. Through comparison, we posit that the “meta” process used by artists is also used by non-arts entrepreneurs. By drawing attention to these analogies, educators will likely discover components applicable to traditional entrepreneurship courses; the inverse is already occurring within the medium of creative and arts entrepreneurship.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115305346","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 : 2021-09-27DOI: 10.1177/25151274211040422
S. Zappe, Stephanie Cutler, Lauren N. Gase
Programs dedicated to entrepreneurship education in the Science, Technology, Engineering, and Math (STEM) fields have expanded tremendously. However, much remains unknown about the current state of research and practice of these programs. This article presents results from a systematic review designed to explore how Entrepreneurial Support Programs serving science and technology innovators conceptualize and measure individual-level impacts. Results suggest that the intended impacts of programs are often ill-defined. While many programs focus on improving entrepreneurial mindset, the term is frequently not well defined, operationalized, or clearly measured. Likewise, results suggest that understanding the impact of programs is challenging due to the quality of the research or evaluation procedures employed. Finally, results suggest that there is a strong lack of diversity awareness or acknowledgment in the field; the vast majority of the papers did not mention gender, race, or other demographic characteristics. Moving forward, researchers and practitioners have an opportunity to strengthen data-driven work to assess the impact of entrepreneurship support programs through the use of clear definitions, well-documented methods, and assessment instruments with sufficient validity evidence.
{"title":"A Systematic Review of the Impacts of Entrepreneurial Support Programs in Science, Technology, Engineering, and Math Fields","authors":"S. Zappe, Stephanie Cutler, Lauren N. Gase","doi":"10.1177/25151274211040422","DOIUrl":"https://doi.org/10.1177/25151274211040422","url":null,"abstract":"Programs dedicated to entrepreneurship education in the Science, Technology, Engineering, and Math (STEM) fields have expanded tremendously. However, much remains unknown about the current state of research and practice of these programs. This article presents results from a systematic review designed to explore how Entrepreneurial Support Programs serving science and technology innovators conceptualize and measure individual-level impacts. Results suggest that the intended impacts of programs are often ill-defined. While many programs focus on improving entrepreneurial mindset, the term is frequently not well defined, operationalized, or clearly measured. Likewise, results suggest that understanding the impact of programs is challenging due to the quality of the research or evaluation procedures employed. Finally, results suggest that there is a strong lack of diversity awareness or acknowledgment in the field; the vast majority of the papers did not mention gender, race, or other demographic characteristics. Moving forward, researchers and practitioners have an opportunity to strengthen data-driven work to assess the impact of entrepreneurship support programs through the use of clear definitions, well-documented methods, and assessment instruments with sufficient validity evidence.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117084061","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 : 2021-09-06DOI: 10.1177/25151274211040423
C. Henry
This article examines entrepreneurship education (EE) provision within UK veterinary schools. Applying institutional theory as a critical lens, the core research question centers on whether there is a defined role for EE within veterinary curricula. Qualitative data gathered from veterinary educators, students, and employers are critically analyzed. Areas where veterinary entrepreneurship educators might enhance their offering to improve graduate employability and increase entrepreneurial activity within the sector are identified. The article contributes to extant scholarship by: identifying the challenges associated with introducing EE into Science, Technology, Engineering, Arts, and Mathematic (STEAM) discipline areas such as veterinary medicine; highlighting the value of institutional theory in critiquing EE within veterinary curricula; furthering understanding of how veterinary EE is perceived amongst key veterinary stakeholder groups/“institutions,” and identifying a potential role for veterinary EE. Novel avenues worthy of future research attention are also highlighted.
{"title":"Is there a Role for Entrepreneurship Education in Veterinary Medicine? A UK Study","authors":"C. Henry","doi":"10.1177/25151274211040423","DOIUrl":"https://doi.org/10.1177/25151274211040423","url":null,"abstract":"This article examines entrepreneurship education (EE) provision within UK veterinary schools. Applying institutional theory as a critical lens, the core research question centers on whether there is a defined role for EE within veterinary curricula. Qualitative data gathered from veterinary educators, students, and employers are critically analyzed. Areas where veterinary entrepreneurship educators might enhance their offering to improve graduate employability and increase entrepreneurial activity within the sector are identified. The article contributes to extant scholarship by: identifying the challenges associated with introducing EE into Science, Technology, Engineering, Arts, and Mathematic (STEAM) discipline areas such as veterinary medicine; highlighting the value of institutional theory in critiquing EE within veterinary curricula; furthering understanding of how veterinary EE is perceived amongst key veterinary stakeholder groups/“institutions,” and identifying a potential role for veterinary EE. Novel avenues worthy of future research attention are also highlighted.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128810768","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 : 2021-09-03DOI: 10.1177/25151274211040420
Jill R. Kickul, Paulami Mitra, Rasheda L. Weaver, Jacqueline Orr, Christoph Winkler
Our key intention through this special issue in social entrepreneurship education is to capture the best practices in pedagogy and research within this growing field of social entrepreneurship and also to push boundaries and question the taken-for-granted assumptions in this discipline. Therefore, two contributions chosen for this issue advocate the importance of a service learning approach to enhance students’ learning experience beyond the classroom. The other two contributions address the need to challenge assumptions of social entrepreneurship, thus improving students’ practical and theoretical knowledge of the field.
{"title":"Special Issue on Social Entrepreneurship Education","authors":"Jill R. Kickul, Paulami Mitra, Rasheda L. Weaver, Jacqueline Orr, Christoph Winkler","doi":"10.1177/25151274211040420","DOIUrl":"https://doi.org/10.1177/25151274211040420","url":null,"abstract":"Our key intention through this special issue in social entrepreneurship education is to capture the best practices in pedagogy and research within this growing field of social entrepreneurship and also to push boundaries and question the taken-for-granted assumptions in this discipline. Therefore, two contributions chosen for this issue advocate the importance of a service learning approach to enhance students’ learning experience beyond the classroom. The other two contributions address the need to challenge assumptions of social entrepreneurship, thus improving students’ practical and theoretical knowledge of the field.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115930444","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 : 2021-08-28DOI: 10.1177/25151274211040418
Jeremy J. Peters
As of 2018, technological innovation in the music industry at large had impacted firms in nearly every sector. Yet, music publishers have been traditionally unconcerned with technological advancement. Several competitive forces have made this position sustainable, but the broader industry’s pace of change was bound to reach the music publishing sector. The laissez-faire attitude of prominent market players in the publishing space has led to a market that was ripe for value innovation, and Downtown Music Publishing has already capitalized in this space, differentiating themselves from their competitors. This case highlights the choices the CEO and co-founder of Downtown Music Publishing and the rest of the senior management team must make about a new product. Should they keep it internal, or should it be spun off?
截至2018年，整个音乐行业的技术创新几乎影响了每个行业的公司。然而，音乐出版商历来不关心技术进步。几股竞争力量使这一地位得以维持，但更广泛的行业变化步伐势必会影响到音乐出版行业。出版领域的主要市场参与者的自由放任态度导致了价值创新的市场成熟，而Downtown Music publishing已经在这个领域资本化，将自己与竞争对手区分开来。这个案例强调了Downtown Music Publishing的首席执行官兼联合创始人以及其他高级管理团队必须对新产品做出的选择。他们应该把它留在内部，还是剥离出去?
{"title":"Downtown Music Publishing and Songtrust","authors":"Jeremy J. Peters","doi":"10.1177/25151274211040418","DOIUrl":"https://doi.org/10.1177/25151274211040418","url":null,"abstract":"As of 2018, technological innovation in the music industry at large had impacted firms in nearly every sector. Yet, music publishers have been traditionally unconcerned with technological advancement. Several competitive forces have made this position sustainable, but the broader industry’s pace of change was bound to reach the music publishing sector. The laissez-faire attitude of prominent market players in the publishing space has led to a market that was ripe for value innovation, and Downtown Music Publishing has already capitalized in this space, differentiating themselves from their competitors. This case highlights the choices the CEO and co-founder of Downtown Music Publishing and the rest of the senior management team must make about a new product. Should they keep it internal, or should it be spun off?","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122354608","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 : 2021-08-09DOI: 10.1177/25151274211017547
R. Tunstall, Helle Neergaard
The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.
{"title":"Flashmob: A Heutagogical Tool for Social Learning in Entrepreneurship Education","authors":"R. Tunstall, Helle Neergaard","doi":"10.1177/25151274211017547","DOIUrl":"https://doi.org/10.1177/25151274211017547","url":null,"abstract":"The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123256739","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 : 2021-07-25DOI: 10.1177/25151274211033163
Seshadri Paravastu, Narasimha S. Paravastu
This paper presents an interdisciplinary case study on women's inclusivity in an entrepreneurship class consisting of adults enrolled in interdisciplinary majors, including science, technology, engineering, and mathematics (STEM) disciplines. With women empowerment through entrepreneurship education as a theme, this case study in learning innovations aims to encourage diversity and inclusivity in the classroom in discussing successful women entrepreneurs alongside men. Acceptance of ideas proposed by women in a class setting formed a basis for this study. Furthermore, this case study used the idea to reinforce women's empowerment during in-class lectures subtly. This paper reports findings based on our case study across multiple undergraduate and graduate classes comprising majors and adults from STEM disciplines.
{"title":"Women Inclusivity in Entrepreneurial and STEM Related Education—A Case Study","authors":"Seshadri Paravastu, Narasimha S. Paravastu","doi":"10.1177/25151274211033163","DOIUrl":"https://doi.org/10.1177/25151274211033163","url":null,"abstract":"This paper presents an interdisciplinary case study on women's inclusivity in an entrepreneurship class consisting of adults enrolled in interdisciplinary majors, including science, technology, engineering, and mathematics (STEM) disciplines. With women empowerment through entrepreneurship education as a theme, this case study in learning innovations aims to encourage diversity and inclusivity in the classroom in discussing successful women entrepreneurs alongside men. Acceptance of ideas proposed by women in a class setting formed a basis for this study. Furthermore, this case study used the idea to reinforce women's empowerment during in-class lectures subtly. This paper reports findings based on our case study across multiple undergraduate and graduate classes comprising majors and adults from STEM disciplines.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133960309","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 : 2021-07-25DOI: 10.1177/25151274211033155
Geoffrey M. Graybeal, Michelle Ferrier
While STEAM disciplines like engineering and the arts have made great strides in exploring pedagogical strategies for teaching entrepreneurship education, media entrepreneurship is much more in its infancy, having emerged in journalism and communication curricula in the early 2000s. These media-focused programs may teach career competencies such as digital communication, interpersonal and team skills and innovation strategies to a broad swath of interdisciplinary students, including those from engineering, arts and other STEAM disciplines. It has been a decade since Neck and Greene highlighted three “known worlds” of teaching entrepreneurship and proposed a new “method” world. Using recent syllabi solicited from media entrepreneurship, entrepreneurial journalism and journalism innovation courses, this study evaluates which of the “worlds” – entrepreneur, process, cognition, or method – is being utilized to teach entrepreneurship in the media and technology fields.
{"title":"Examination of Pedagogy and Instructional Innovation to Create Entrepreneurs in the Media and Technology Fields","authors":"Geoffrey M. Graybeal, Michelle Ferrier","doi":"10.1177/25151274211033155","DOIUrl":"https://doi.org/10.1177/25151274211033155","url":null,"abstract":"While STEAM disciplines like engineering and the arts have made great strides in exploring pedagogical strategies for teaching entrepreneurship education, media entrepreneurship is much more in its infancy, having emerged in journalism and communication curricula in the early 2000s. These media-focused programs may teach career competencies such as digital communication, interpersonal and team skills and innovation strategies to a broad swath of interdisciplinary students, including those from engineering, arts and other STEAM disciplines. It has been a decade since Neck and Greene highlighted three “known worlds” of teaching entrepreneurship and proposed a new “method” world. Using recent syllabi solicited from media entrepreneurship, entrepreneurial journalism and journalism innovation courses, this study evaluates which of the “worlds” – entrepreneur, process, cognition, or method – is being utilized to teach entrepreneurship in the media and technology fields.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128036981","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：