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Keng Neo Lynda Wee - One of the best experts on this subject based on the ideXlab platform.
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a problem based learning approach in Entrepreneurship Education promoting authentic entrepreneurial learning
International Journal of Technology Management, 2004Co-Authors: Keng Neo Lynda WeeAbstract:In response to the positive impact of Entrepreneurship on the economy, many institutions of higher learning offer Entrepreneurship Education to address the manpower development needs. This article determines the effectiveness of the traditional lecture-tutorial Entrepreneurship Education in promoting entrepreneurial learning. It argues for a change in the content and process of Entrepreneurship Education to provide for authentic entrepreneurial learning that can better equip the graduates to be ready for Entrepreneurship. This article describes the experiences of the faculty at a polytechnic in Singapore in their effort to help their students become entrepreneurs by transforming the Entrepreneurship curriculum using problem-based learning. It describes how they implemented the problem-based learning approach. Evidence of the success of the new curriculum is provided.
Harry Matlay - One of the best experts on this subject based on the ideXlab platform.
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Entrepreneurship Education in the uk a critical analysis of stakeholder involvement and expectations
Journal of Small Business and Enterprise Development, 2009Co-Authors: Harry MatlayAbstract:Purpose – This paper aims to explore stakeholder involvement in, and expectation of, Entrepreneurship Education in UK higher Education institutions (HEIs).Design/methodology/approach – Longitudinal telephone surveys were conducted annually over an eight‐year period (2000 to 2007) to document and analyse 336 respondents' involvement in, and expectation of, Entrepreneurship Education in UK HEIs.Findings – The results indicate that stakeholder involvement in Entrepreneurship Education is explicit, widespread and linked to ongoing Educational developments that have radically transformed management structures and accountability at all levels of the UK Educational system. Stakeholders' expectations are equally complex and varied, reflecting a heterogeneous range of individual, group and community needs.Practical implications – The findings provide valuable insights into Entrepreneurship Education for students, university staff, policy makers and other stakeholders. Government could use the results of this resea...
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the impact of Entrepreneurship Education on entrepreneurial outcomes
Journal of Small Business and Enterprise Development, 2008Co-Authors: Harry MatlayAbstract:Purpose – The purpose of this paper is to explore the impact that Entrepreneurship Education can have on entrepreneurial outcomes. The author aims to investigate the perceived influence that various Entrepreneurship Education courses have had on a cohort of 64 graduate entrepreneurs from eight HEIs in the UK.Design/methodology/approach – Semi‐structured, in‐depth telephone interviews were conducted annually over a ten year period (1997 to 2006) to document, measure and analyse respondent progression from graduation and into Entrepreneurship.Findings – Results indicate that graduate needs for Entrepreneurship Education do not match actual outcomes in terms of entrepreneurial skills, knowledge and attitudes. This mismatch influences an entrepreneur's perceptions of actual and future Educational needs. Most of the graduate entrepreneurs, however, seem to be satisfied with the outcomes of their Entrepreneurship Education, both in relative and in absolute terms.Practical implications – The findings provide val...
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Entrepreneurship Education in uk business schools conceptual contextual and policy considerations
Journal of Small Business and Enterprise Development, 2005Co-Authors: Harry MatlayAbstract:Purpose – This paper aims to critically evaluate the conceptual, contextual and policy issues relating to the expanding field of research on Entrepreneurship Education in UK business schools.Design/methodology/approach – The author carried out an extensive literature review of, and a methodical evaluation of current knowledge on, topics related directly and indirectly to Entrepreneurship Education in UK business schools.Findings – A critical evaluation of the literature on Entrepreneurship Education in UK business schools highlighted a number of inherent definitional, conceptual and contextual issues relating to this area of research. Individually and cumulatively, such concerns can cast doubts upon the validity, comparability and generalisation potential of some of the research results and related hypotheses. The author calls for more empirically rigorous and comparable research that would bridge the knowledge gap that still exists between the perceptions and interests of various stakeholders in this imp...
Elena Ruskovaara - One of the best experts on this subject based on the ideXlab platform.
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Entrepreneurship Education in schools empirical evidence on the teacher s role
Journal of Educational Research, 2015Co-Authors: Elena Ruskovaara, Timo PihkalaAbstract:ABSTRACTDifferent approaches and methodologies for Entrepreneurship Education have been introduced for schools. However, a better theoretical and empirical understanding of the antecedents of Entrepreneurship Education is needed. The authors analyze what Entrepreneurship Education practices are used in schools and what role the school and the teacher are playing in determining the Entrepreneurship Education practices. The data cover school levels from basic to upper secondary Education. The findings indicate that the training teachers have received in Entrepreneurship seems to be the main factor determining the observable Entrepreneurship Education provided by the teachers. Further studies on the antecedents of Entrepreneurship Education are encouraged.
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Entrepreneurship Education in basic and upper secondary Education measurement and empirical evidence
2014Co-Authors: Elena RuskovaaraAbstract:Elena Ruskovaara Entrepreneurship Education in Basic and Upper Secondary Education – Measurement and Empirical Evidence Lappeenranta 2014 112 p. Acta Universitatis Lappeenrantaensis 590 Diss. Lappeenranta University of Technology ISBN 978-952-265-656-8, ISBN 978-952-265-657-5 (PDF), ISSN-L 1456-4491, ISSN 14564491 The starting point of this study is to direct more attention to the teacher and those Entrepreneurship Education practices taking place in formal school to find out solutions for more effective promotion of Entrepreneurship Education. For this objective, the strategy-level aims of Entrepreneurship Education need to be operationalised into measurable and understandable teacher-level practices. Furthermore, to enable the effective development of Entrepreneurship Education in basic and upper secondary level Education, more knowledge is needed of the state of affairs of Entrepreneurship Education in teaching. The purpose of the study is to increase the level of understanding of teachers’ Entrepreneurship Education practices, and through this to develop Entrepreneurship Education. This study builds on the literature on Entrepreneurship Education and especially those elements referring to the aims, resources, benefits, methods, and practises of Entrepreneurship Education. The study comprises five articles highlighting teachers’ role in Entrepreneurship Education. In the first article the concept of Entrepreneurship and the teachers role in reflection upon his/hers approaches to Entrepreneurship Education are considered. The second article provides a detailed analysis of the process of developing a measurement tool to depict the teachers’ activities in Entrepreneurship Education. The next three articles highlight the teachers’ role in directing the Entrepreneurship Education in basic and upper secondary level Education. Furthermore, they analyse the relationship between the Entrepreneurship Education practises and the teachers’ background characteristics. The results of the study suggest a wide range of conclusions and implications. First, in spite of many outspoken aims connected to Entrepreneurship Education, teachers have not set any aims for themselves. Additionally, aims and results seem to mix. However, it is possible to develop teachers’ target orientation by supporting their reflection skills, and through measurement and evaluation increase their understanding of their own practices. Second, applying a participatory action process it is possible to operationalise teachers’ Entrepreneurship Education practices. It is central to include the practitioners’ perspective in the development of measures to make sure that the concepts and aims of Entrepreneurship Education are understood. Third, teachers’ demographic or tenure-related background characteristics do not affect their Entrepreneurship Education practices, but their training related to Entrepreneurship Education, participation in different school-level or regional planning, and their own capabilities support Entrepreneurship Education. Fourth, a large number of methods are applied to Entrepreneurship Education, and the most often used methods were different kinds of discussions, which seem to be an easy, low-threshold way for teachers to include Entrepreneurship Education regularly in their teaching. Field trips to business enterprises or inviting entrepreneurs to present their work in schools are used fairly seldom. Interestingly, visits outside the school are more common than visitors invited to the school. In line, most of the Entrepreneurship Education practices take place in a classroom. Therefore it seems to be useful to create and encourage teachers towards more in-depth cooperation with companies (e.g. via joint projects) and to network systematically. Finally, there are plenty of resources available for Entrepreneurship Education, such as ready-made materials, external stakeholders, support organisations, and learning games, but teachers have utilized them only marginally.
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facing the changing demands of europe integrating Entrepreneurship Education in finnish teacher training curricula
European Educational Research Journal, 2012Co-Authors: Jaana Seikkulaleino, Elena Ruskovaara, Heikki Hannula, Tuija SaarivirtaAbstract:The European Union (EU) considers the learning of entrepreneurial skills to be an essential factor in creating welfare. Therefore, in the EU, one of the latest core aspects is to develop Entrepreneurship Education in teacher Education. However, Entrepreneurship Education still seems to be, across the countries, a quite uncommon theme. This article describes the ways in which Entrepreneurship Education is included in the curricula of Finnish teacher training. The curricula for academic and vocational teacher Education were obtained in autumn 2010, either online or by requesting them in paper or electronic format. The inclusion of Entrepreneurship Education has developed relatively effectively in the curricula of vocational teacher Education units. Academic teacher Education units have not really increased the quantity of Entrepreneurship Education in their curricula. In the curricula of the teacher training schools, Entrepreneurship Education is mentioned at least as a formality. The current unstable situation in the EU requires not only economic arrangements, but also new approaches in other areas, such as Education and its reform. As an implication for practice, we propose there could be more support for curriculum design of higher Education at both national and EU level.
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promoting Entrepreneurship Education the role of the teacher
Journal of Education and Training, 2010Co-Authors: Jaana Seikkulaleino, Elena Ruskovaara, Markku Ikavalko, Johanna Mattila, Tiina RytkolaAbstract:Purpose – The aim of this paper is to show how Entrepreneurship Education focuses on the teacher's learning and reflection and how, according to the data, undeveloped reflections impede the development of Entrepreneurship Education.Design/methodology/approach – The data were collected through content typing in 2008 from 29 teachers at the basic, upper secondary and vocational Educational levels. The focus is on self‐reflection – how and what teachers reflect on when writing about Entrepreneurship Education.Findings – The teachers stress the need for coordination between subjects in developing a more entrepreneurially oriented working community. There appears to be confusion between aims and practices in Entrepreneurship Education: when asked to give the aims, the teachers describe the practices. Moreover, they “outsource” themselves but refer to aims from the pupils' perspective.Research limitations/implications – This study only presents preliminary data from the project.Practical implications/implicatio...
Imran Chowdhury - One of the best experts on this subject based on the ideXlab platform.
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social entrepreneurs as institutionally embedded entrepreneurs toward a new model of social Entrepreneurship Education
Academy of Management Learning and Education, 2012Co-Authors: Anneclaire Pache, Imran ChowdhuryAbstract:Building upon recent developments in Entrepreneurship Education, we propose a novel framework for social Entrepreneurship Education founded upon a conception of social entrepreneurs as entrepreneur...
Colin Jones - One of the best experts on this subject based on the ideXlab platform.
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the promise of andragogy heutagogy and academagogy to enterprise and Entrepreneurship Education pedagogy
Journal of Education and Training, 2019Co-Authors: Colin Jones, Kathryn Penaluna, Andrew PenalunaAbstract:Purpose – This paper addresses the recent development of heutagogy in the domain of enterprise and Entrepreneurship Education. Responding to recent thinking within our domain of Education, this paper discusses the origins of heutagogy, its adoption within enterprise and Entrepreneurship Education and offers suggestions as to the further development of such thinking in this domain.
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Entrepreneurship Education revisiting our role and its purpose
Journal of Small Business and Enterprise Development, 2010Co-Authors: Colin JonesAbstract:Purpose – This paper seeks to focus on two questions. First, what value is created by Entrepreneurship Education? Second, how could any such value be created? The aim therefore is to go beyond any assumed notion that Entrepreneurship Education is beneficial to students in higher Education, to question its underlying value.Design/methodology/approach – A critical realist approach is used to discuss the ontological nature of Entrepreneurship Education. Specifically, the process through which enterprise knowledge is developed and used by students in higher Education. This research is based on a single‐site case study at UTAS with the data collected by the author and complemented by other recent work that sought to empirically consider the notion of student value from Entrepreneurship Education within the same (UTAS) context.Findings – The paper argues that students in higher Education understand quite well the limitations of the knowledge they develop about Entrepreneurship. That they (the educators) need to...
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Entrepreneurship Education revisiting our role and its purpose
QUT Business School, 2010Co-Authors: Colin JonesAbstract:This paper seeks to focus on two questions. First, what value is created by Entrepreneurship Education? Second, how could any such value be created? The aim therefore is to go beyond any assumed notion that Entrepreneurship Education is beneficial to students in higher Education, to question its underlying value. Design/methodology/approach – A critical realist approach is used to discuss the ontological nature of Entrepreneurship Education. Specifically, the process through which enterprise knowledge is developed and used by students in higher Education. This research is based on a single-site case study at UTAS with the data collected by the author and complemented by other recent work that sought to empirically consider the notion of student value from Entrepreneurship Education within the same (UTAS) context. Findings – The paper argues that students in higher Education understand quite well the limitations of the knowledge they develop about Entrepreneurship. That they (the educators) need to better understand the students' journeys so that they can better develop learning environments within which the students' personal development can be advanced. Practical implications – The degree to which educators understand their limitations and the limitations of their students as potential entrepreneurs is critical to maximizing the likely value of Entrepreneurship Education in higher Education. Originality/value – The paper provides a unique way of understanding the process of learning to be entrepreneurial in higher Education. As such it offers an alternative way to understand how educators can redefine their importance in the provision of Entrepreneurship Education. It also highlights the likely limitations of student advancement in the domain of Entrepreneurship Education in higher Education.