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EXTRACURRICULAR ENTERPRISE AND ENTREPRENEURSHIP ACTIVITY

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CONTEMPORARY ISSUES IN ENTREPRENEURSHIP RESEARCH

Series Editor, Volumes 1–6: Gerard McElwee

Volume 7 onward: Paul Jones

Forthcoming:

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CONTEMPORARY ISSUES IN ENTREPRENEURSHIP RESEARCH - VOLUME 19

EXTRACURRICULAR ENTERPRISE AND ENTREPRENEURSHIP ACTIVITY: A GLOBAL AND HOLISTIC PERSPECTIVE

EDITED BY

SARAH PREEDY

University of Plymouth, UK

AND

EMILY BEAUMONT

University of Gloucestershire, UK

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL.

First edition 2024

Editorial matter and selection © 2024 Sarah Preedy and Emily Beaumont.

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ISBN: 978-1-80382-372-0 (Print)

ISBN: 978-1-80382-371-3 (Online)

ISBN: 978-1-80382-373-7 (Epub)

ISSN: 2040-7246 (Series)

Contents

List of Figures and Tables

FIGURES

TABLES

About the Editors

Dr Sarah Preedy is a Lecturer in Enterprise at the University of Plymouth. She teaches in the areas of Enterprise, Entrepreneurship, Innovation and Creativity. Her research focusses on the role, value and impact of Enterprise and Entrepreneurship education; most recently she has explored entrepreneurial learning through engagement in extracurricular enterprise activities and the development of entrepreneurial identity and intention in higher education students. She is a Senior Fellow of the Higher Education Academy, Fellow of Enterprise Educators UK and a Certified Management and Business Educator for the Chartered Association of Business Schools.

Dr Emily Beaumont is an Associate Professor of Enterprise and Entrepreneurship who has dedicated her teaching, research and practice to enterprise and entrepreneurship education. Emily is a former President and current Director of Enterprise Educators UK (EEUK), a membership organisation that enables excellence in enterprise and entrepreneurship education by connecting and supporting enterprise and entrepreneurship educators across the UK. Emily is also an Active Member of the AGCAS (Association of Graduate Careers and Advisory Services) Enterprise and Entrepreneurship Task Group, Director of ISBE (Institute for Small Business and Entrepreneurship) and Co-Chair of the Research in Enterprise and Entrepreneurship Education Special Interest Group, a collaboration between EEUK and ISBE.

About the Contributors

Paul Benedict, Ohio University, USA, is a Seed-stage Investor, Executive and Entrepreneur bringing 14 years of industry experience to the classroom. Paul teaches entrepreneurship in the Professional MBA Program and Management in the Integrated Business Cluster. Paul earned his BA in Political Science from the Honours Tutorial College at Ohio University. He earned his MBA from the Fisher College of Business at The Ohio State University.

Eleanor Browne, Coventry University, UK, is the Managing Director of Coventry University Social Enterprise CIC, providing extracurricular entrepreneurship training and startup support for the group’s students, graduates and staff. Before this, she spent four years at The University of Queensland, Australia, supporting and enabling the embedding of entrepreneurial education in the curriculum across all disciplines. She began her university incubation career at the University of Plymouth, UK, where for 10 years she led the business incubation services.

Eleanor’s PhD is in Business Incubation and her broader research interests are at the intersection of entrepreneurial education, collaboration and learning. She is a Certified Innovation Practitioner and Associate Fellow of the Higher Education Academy.

Katarina Ellborg is Senior Lecturer at the School of Business and Economics at Linnaeus University, Sweden. In her work, she has adopted Didaktik on entrepreneurship education in higher education with a student-centred approach. She has, for example, developed and examined a visual-based teaching exercise in order to explore students’ understandings of entrepreneurship. Her interest in visual methods and interpretative research traditions has also led to explorations of educational tools in general, and illustrations of business models in particular. Current research also includes entrepreneurship in the cultural field, in which she combines her interests in art and entrepreneurship.

Krystal Geyer, Ohio University, USA, Associate Director and Assistant Professor of Instruction. Strong higher education professional skilled in entrepreneurship, academic advising, student involvement, teaching and program management. Entrepreneurship educator, devoted student affairs professional, educating others through passion, excitement and fun. Constantly striving to make a difference.

Felicity Healey-Benson, is Lead Researcher and Entrepreneurial Learning Champion within the International Institute for Creative Entrepreneurial Development at UWTSD. She is a Serial Academic Entrepreneur, founding several successful ventures, including ‘Emergent Thinkers.com’, Harmonious Entrepreneurship Society (Harmonious Entrepreneurship Ltd.) with Professor David A. Kirby, and a phenomenological learned society, ‘hanfod.NL’ in collaboration with Dr. Mike Johnson. These ventures are dedicated to identifying and disseminating new educational, research and business practices that promote sustainability and support wider economic and social development. As an EntreComp Champion she is committed to advancing teachers’ entrepreneurial education skills globally through online CPD opportunities, underpinned by the European Entrepreneurship Competence Framework. Additionally, she has co-developed an innovative online Postgraduate Certificate in Education Skills. She is also credited as the Originator of the ‘Professional Context Vlog’ and among other publications has contributed to and supported the editing of ‘Applying Sustainability: Principles and Practices’, authored by Tay, Kay Luan, in 2019.

Paul J. Jackson, is a Principal Lecturer in the Oxford Brookes Business School, where he teaches and researches in the area of Information Systems and Digital Entrepreneurship. In recent times, he has also headed the University’s experiential learning initiative, the Business Challenge Week – liaising with academic colleagues and external clients to recruit and coordinate student teams and external partners. Paul also has a background in Executive Education and Management Consultancy, and has acted as an Oxford Brookes Liaison Manager for several collaborative international programmes, including its biggest franchise arrangement, with the Chengdu University of Technology.

David A. Kirby, was Founding Dean and Vice President of the British University in Egypt, from 2007 to 2017, in which capacity he introduced entrepreneurship education to the University and the country. Prior to this, he had pioneered the teaching of entrepreneurship in the UK and internationally, and held one of the UK’s first Entrepreneurship chairs at Durham University Business School, from 1988 to 1996. At Surrey University, he not only introduced innovative new undergraduate and postgraduate programmes but, in 2003, the first SETsquared incubator on the Surrey University Research Park. He holds Honorary Professorships at Almaty Management University in Kazakhstan and the University of Wales Trinity St. David and is the Co-founder (with Dr. Felicity Healey-Benson) of the Harmonious Entrepreneurship Society (https://harmonious-entrepreneurship.org). He has published 160 journal articles and 18 books and research monographs, including “Entrepreneurship” (McGraw-Hill, 2003). He holds various international awards for his contribution to entrepreneurship and, in 2006, was a lifetime recipient of The Queen’s Award for Enterprise Promotion.

Jonathan Louw, is Principal Lecturer (teaching, learning and student experience) based in the Oxford Brookes Business School. He is also the School lead in relation to the United Nations Principles for the Responsible Management Education initiative. His undergraduate teaching is focused on sustainability and employability, with postgraduate teaching centred on the CIPD accredited Masters in HRM programmes. His other roles include Liaison Manager for the Dual Degree (European Business) offered with the University of Applied Sciences, Regensburg, Germany. He is also a Mentor on the HEA Professional Standards Framework pathway run by the Oxford Centre for Academic Enhancement and Development.

Andrea Macrae, is Principal Lecturer in Education, Student Experience and Stylistics in the School of Humanities, Education and Languages at Oxford Brookes University, and is the Faculty Employability and Enterprise Education Lead. She teaches, researches and publishes in the areas of stylistics, narratology, world literature and cognitive poetics. Most recently, she has been developing modules that bring together literature and sustainability, and English studies and entrepreneurship. She is also interested in student skills literacy, employability and enterprise within HE English, and has run several large-scale projects on these issues.

Nicolette Michels is Associate Dean in the Oxford Brookes Business School, where she has responsibility for leading programme innovation and renewal across the School’s undergraduate, postgraduate and professional education portfolio. She was the University lead on the award of Small Business Charter and previously AMBA accreditations. She has taught on Bachelors, Masters and MBA programmes, including modules in Enterprise, Consultancy, Marketing and Leadership. She currently leads developments in live student projects and embedding of in-curricular enterprise.

Nicolai Nybye, the Department of Applied Research in Business and Technology, UCL University College, Denmark, is researching the meaning-making in entrepreneurial processes as these unfold in contexts of both business and non-business education. In this, he investigates more paradoxical evidence of entrepreneurship in curricular education and as extracurricular activities. His research challenges one-size-fits all tendencies in entrepreneurship education to address possibilities and barriers for students to engage with meaning in innovation and entrepreneurship courses and projects. He has wide professional experience from practice in companies, own firm, voluntary work and the academic field as educator and researcher.

Luke Pittaway, Ohio University, USA, is the Copeland Professor of Entrepreneurship at Ohio University and a Justin G. Longenecker Fellow at USASBE. His research focuses on entrepreneurship education and learning. He has a range of other interests including: entrepreneurial behaviour, networking, entrepreneurial failure, business growth and corporate venturing. In 2018, he was nominated and selected to be USASBE’s Entrepreneurship Educator of the Year.

Michael Breum Ramsgaard, is an Associate Professor at VIA University College, Aarhus, Denmark. He is affiliated with the Research Centre for Innovation & Entrepreneurship. He has 15 years of research experience in the area of entrepreneurship education, entrepreneurial learning and innovation management. In 2015, he was awarded a prize for his work from Danish Society for Entrepreneurship and Business. His research interests are all within entrepreneurship education, with a special focus on experiential learning, teaching and pedagogical development and context. His research has been published in Innovations in Education and Teaching International and Education + Training.

Tatiana Somià, Ohio University, USA, Researcher, Consultant, Educator. Skilled in Human Resource Management and Entrepreneurial Competency Development. Focused on entrepreneurial and female competencies, education and learning. Specialties include management development and training, professional training, coaching university students, organisational development, evaluation processes and competency analysis.

Lucy Turner, is Interim Associate Dean for Education and Student Experience in the Faculty of Technology, Design and Environment at Oxford Brookes. She works with programme teams to enhance their delivery and helps them embed university strategy into their programmes in order to improve the quality of teaching and learning. She is focused on the enhancement of the student experience and the significance of student partnerships within the development of an inclusive curriculum. She is also the School of Arts’ Enterprise and Employability Lead, working on employability projects and connecting with industry, thereby supporting students to grow their confidence in their career journeys.

Birgitte Wraae, is a researcher at the Chair of Entrepreneurship and Innovation Management at Technische Universität Berlin, Germany. Her research interests are in entrepreneurship, especially entrepreneurship education: the role of the entrepreneurship educator, identity formation, emancipation and reflection. She excels in doing research in connection with the entrepreneurial learning space. Her research has been published in a range of journals. She is a skilled educator and has been teaching and supervising entrepreneurship for more than 10 years. Currently, she is embedding entrepreneurship and entrepreneurial learning approaches into other topics. She has authored a book about the entrepreneurial learning journey and how the entrepreneurship educator can facilitate that journey.

Preface

At any level of education, extracurricular activities have often been seen as a bolt-on to what is happening within the classroom. Ad hoc, lacking theoretical grounding, a value added extra, extracurricular activities have been viewed as a poor relation of the core curriculum. However, in higher education (HE), this view is increasingly outdated as industry and society calls for, and students respond to, the need for experiences beyond their degree. HE students wanting to showcase a collection of skills, behaviours and competencies recognise that evidence of these can be achieved outside of the classroom in the realms of the extracurricular. Consequently, the scope of extracurricular activities is growing and morphing with changing demand and the socio-economic climate.

Extracurricular activities are a key element of any university’s entrepreneurial ecosystem with numerous studies emphasising the need for a holistic approach whereby extracurricular and in-curricular activities compliment and connect each other (Harima, Gießelmann, Göttsch, & Schlichting, 2021; Preedy & Jones, 2015, 2017). Yet, in practice, this synergy has not been easy to achieve. Early studies examining extracurricular enterprise activities, such as Rae, Martin, Antcliff, and Hannon (2012), noted the diversity of extracurricular enterprise and entrepreneurship activities available to students but also recognised its precarity as external funding came to an end, or management switched hands and/or changed tack. However, now universities are increasingly assured of the value of enterprise and entrepreneurship education both in and out of the curriculum, they are beginning to provide and support a sustainable extracurricular offer (Preedy, Jones, Maas, & Duckett, 2020).

In response to the increasing interest and demand for extracurricular activities, and to support their growth and sustainability of provision we have created this book to serve all those who are engaged or have an interest in enterprise and entrepreneurship extracurricular education. To that end, we have considered a range of perspectives. Contributions are made from across the world, giving a global context that considers the diversity in enterprise and entrepreneurship extracurricular activities appeal and role, resourcing and challenges, alongside innovative and impactful practice in design and delivery. Additionally, and in keeping with Enterprise Educators UK’s presentation of the enterprise and entrepreneurship educator, we write for the Academic, Practitioner, and Influencer identities, with each chapter containing academic discussion, suggestions for improving teaching and learning/practitioner practice, and recommendations for policy.

The result is a book which contributes important insights, evaluations and evidence of the role and value of extracurricular enterprise and entrepreneurship activities. However, it also recognises that there is still further work to be done to understand and capture the ongoing and evolving value and impact of these activities. Subsequently through this book we hope to shine a light on an underrepresented area of enterprise and entrepreneurship education to encourage discussion and development of practice and policy but also to fuel the appreciation, understanding and impact of this topic.