Andrew Penaluna, Jackie Coates and Kathryn Penaluna
Enabling entrepreneurial creativity is a key aim of UK Government; however, there is a dearth of constructively aligned models of teaching and assessment. This paper aims to…
Abstract
Purpose
Enabling entrepreneurial creativity is a key aim of UK Government; however, there is a dearth of constructively aligned models of teaching and assessment. This paper aims to introduce design‐based pedagogies and to highlight cognitive approaches that develop innovative mindsets; it seeks to indicate their propensity for adoption in entrepreneurship education.
Design/methodology/approach
A literature review plus empirical evidence from pedagogical approaches developed through the extended collaboration of specialists in creative design, financial management and brain‐related occupational therapy inform this paper.
Findings
Neuroimaging studies challenge the thesis that learning for creative output is entirely algorithmic; diverse ideas occur when the brain's right cortex has opportunity to bring its findings to the fore, usually via “relaxed cognition”. Design‐based entrepreneurship pedagogies embed these concepts.
Research limitations/implications
The paper offers initial insights into how these understandings can be applied in transdisciplinary entrepreneurship‐education contexts.
Practical implications
Predicable assessment outcomes equal predictable students; which needs more working practices, behaviours and cultural environments that encourage innovation. Any educational environment that excludes these understandings is inherently flawed.
Social implications
The case study/project “Free time is thinking time” implies that traditional 9‐5 working practices are inappropriate for creative mindsets.
Originality/value
This paper links emerging bodies of evidence; it provides a first response to calls for a more creative enterprise curriculum and offers constructively aligned assessment.
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Colin Jones, Kathryn Penaluna and Andy Penaluna
The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within…
Abstract
Purpose
The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and EE and offers suggestions as to the further development of such thinking in this domain.
Design/methodology/approach
This conceptual paper revisits the original thinking that developed the process of heutagogy, or self-determined learning. Revisiting the conceptual foundations of heutagogy, comparing it to andragogy and to the idea of academagogy enables the process of academagogical process knowledge (APK) to be outlined. Through this process, the authors argue it is possible to envisage the real potential value of heutagogy to enterprise and EE.
Findings
In advocating for the development of APK, the authors highlight the importance of six specific knowledge bases; knowledge of self, knowledge of entrepreneurship theories, knowledge of transformational learning approaches, knowledge of authentic assessment processes, knowledge of student engagement and knowledge of how to scholarly lead. The authors argue that the development of scholarship of teaching and learning for enterprise and EE can be advanced through these six knowledge bases.
Practical implications
There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here, especially if we consider entrepreneurial approaches within disciplines and interests that anchor the studies, as opposed to more generic approaches found in entrepreneurship courses. Most importantly, that heutagogy must be evaluated alongside the blended contributions of pedagogy, andragogy and academagogy.
Originality/value
This paper advances the readers’ understanding of the potential role of heutagogy in enterprise and EE. In doing so, differing opinions related to the use of heutagogy in the domain have been addressed, and a developmental pathway outlined.
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Colin Jones, Kathryn Penaluna and Andy Penaluna
This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so…
Abstract
Purpose
This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy.
Design/methodology/approach
This conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when.
Findings
In developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators.
Practical implications
There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection.
Originality/value
This paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.
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Jonathan Matthew Scott, Kathryn Pavlovich, John L. Thompson and Andy Penaluna
Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and…
Abstract
Purpose
Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment.
Design/methodology/approach
Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance assessment” element of three Masters-level courses (courses 1, 2 and 3) that included an “active” group business ideas generation presentation and a report. These texts were analyzed through content analysis that critically evaluates and summarizes the content of data and their messages.
Findings
While expected learning outcomes included teamwork and communication, the higher levels of active learning and student engagement related to innovation and generating a business idea was much more modest. Rather, the study finds that significant learning opportunities were apparent when students experienced unexpected aspects of constructive misalignment, such as linguistic–cultural challenges, nonparticipation and freeriding.
Originality/value
Building on Biggs’ (2003) model of constructive alignment in course design and delivery/assessment, this paper elucidates various unexpected and surprising aspects. It suggests that constructive misalignment could provide major learning opportunities for students and is thus more likely in these team contexts where entrepreneurship students experience constructive misalignment. Educators should, therefore, continue to design experiential entrepreneurship courses and their performance assessments through team-based approaches that achieve higher levels of engagement as well as more active learning.
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Andrew Paul Clarke, Clare Cornes and Natalie Ferry
A case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the…
Abstract
Purpose
A case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines.
Design/methodology/approach
Enterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education.
Findings
Results suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration.
Research limitations/implications
For the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area.
Practical implications
For the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created.
Originality/value
This approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university.
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Richard Hanage, Jonathan M Scott and Mark A.P. Davies
The purpose of this paper is to investigate how digital creative graduates develop new businesses on graduating from university, and how their creative, business and personal…
Abstract
Purpose
The purpose of this paper is to investigate how digital creative graduates develop new businesses on graduating from university, and how their creative, business and personal lives interact until their nascent ventures fail financially.
Design/methodology/approach
Seven digital creative nascent graduate entrepreneurs were followed for up to five years. Although independently assessed as having promise of business success, they were young and lacked business experience. They were followed through six-monthly semi-structured interviews which investigated their business, creative and personal development. The interviews were transcribed and key statements manually coded and extracted for analysis to identify issues, tipping points and outcomes.
Findings
The primary contribution is the finding that, despite a promising beginning and very generous start-up support, all seven nascent ventures failed financially and most were closed down in favour of employment, particularly when personal issues such as parenthood sharpened the need for stable levels of income. The graduates demonstrated weaknesses in their commercial skills, especially selling (human capital) and insufficient utilization of networks (social capital) so that in the mainly mature low entry-barrier markets they were entering they were at a disadvantage from the outset. The research has also demonstrated the value of a real-time longitudinal qualitative approach to investigating businesses from business start-up to eventual exit.
Practical implications
The insights gained have practical implications for start-up and survival support for creative graduate businesses, as well as raising issues about the effectiveness of postgraduate entrepreneurship education and cultural policy relating to this economically important sub-sector.
Originality/value
The longitudinal approach has brought new insights and indicates several areas where more research would be valuable, especially in dealing with the consequences of unsuccessful nascent business ventures.
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Paul Jones, Robert Newbery and Philip Underwood
This study considers the impact of an experiential visual-based learning pedagogy on students undertaking a business start-up module. The current undergraduate student is…
Abstract
This study considers the impact of an experiential visual-based learning pedagogy on students undertaking a business start-up module. The current undergraduate student is different with a dependency culture on a range of electronic media (e.g. mobile phone, laptop, tablets) underpinning their existence. The term ‘digitally demanding’ has been coined to describe such individuals. Such individuals think and act in a different way expecting immediate personal solutions to problems they encounter. Thus, there is a need to challenge their mindsets and thought processes to think in a creative and innovative manner to identify appropriate decisions. Educational pedagogy requires a significant mind shift to create enterprising and creative individuals for the modern organisation. The focus of this study is upon enabling students to develop a valid and robust business idea through use of visual learning methods that is described here as ‘rapid entrepreneurial action’.
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Magdalena Markowska, Helene Ahl and Lucia Naldi
In this chapter, the authors argue that entrepreneurship education (EE) as currently conceived, does little to eradicate gender inequality – rather, its focus on the individual…
Abstract
In this chapter, the authors argue that entrepreneurship education (EE) as currently conceived, does little to eradicate gender inequality – rather, its focus on the individual and its neglect of structural impediments and measures tend to reinforce this inequality. The authors discuss why this happens and suggest ways forward. The authors believe the most positive action would be to employ legislation and public policy to change gendered structures and practices which would lead to changes in gendered norms. However, the relationship between norms and structures is mutual. Structural change can only be achieved if existing norms are questioned and this should be the first step toward changing discriminatory structures. The authors argue that in this context EE must include norm critical education. The authors provide some practical examples related to the context of EE.
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Jonas Gabrielsson, Hans Landström, Diamanto Politis and Roger Sørheim
Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world…
Abstract
Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.
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The purpose of this article is to explore the integrated processes of action learning, entrepreneurial learning and new venture creation by students and graduates in the creative…
Abstract
Purpose
The purpose of this article is to explore the integrated processes of action learning, entrepreneurial learning and new venture creation by students and graduates in the creative industries by addressing two questions: How do action learning and entrepreneurial learning connect with new venture creation in the context of the creative industries? How does learning influence the types of creative enterprises developed by students?
Design/methodology/approach
The article is based around the case of the Student Placements for Entrepreneurs in Education (SPEED) project which ran in 13 higher education institutes (HEIs) in the UK between 2006 and 2008. This provided an innovative, action‐learning based route, enabling students to create new business ventures as self‐started work experience. The article uses the case to develop theoretical perspectives on creative entrepreneurship and action learning.
Findings
The article draws lessons from the experience of the SPEED programme as an innovative multi‐HEI project, and develops a conceptual model of creative entrepreneurship with illustrative cases. Transferable insights and a model of entrepreneurial action learning illustrate connections between venture formation and “pull” learning.
Practical implications
It is increasingly clear that graduate self‐employment and entrepreneurship must make an essential contribution to educational and economic development in the post‐recessionary economic era, but this is problematic, especially in the creative industries. Recommendations for development based on these models and practices are proposed for educators and policy‐makers.
Originality/value
The article connects action learning with theories of new venture creation and entrepreneurial learning. It develops critical insights and proposes conceptual models of creative enterprise and “pull” learning in venture creation.