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Book part
Publication date: 24 May 2017

Rita G. Klapper and Helle Neergaard

This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach…

Abstract

This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach their students to become employees, whether in the public or private sector, rather than to become employers. Thus, the mindset with which we equip our students is not sensitised to entrepreneurial action. Therefore, the aim of this chapter is to propose and illustrate a more comprehensive approach to teaching entrepreneurship, which aims to transform the way that students think about entrepreneurship. In order to achieve this objective, we identify and develop techniques for promoting entrepreneurial awareness and preparedness in our student population, and provide tools for educators to promote the individual’s innate drive to perfect him/herself, thus recognising his/her own need for personal growth. At the theoretical level, we build on the authors’ teaching experiences from different cultural contexts, which show ways in which alternative learning initiatives may enhance enterprising thinking among students. Based on our experiences with the influence of context, we propose that it is necessary to consider seven different, yet interconnected teaching principles, which may influence the impact of entrepreneurship education and which relate to the why; where; when; what and how of entrepreneurship. In continuation, on a practical level, we suggest a coherent system of innovative educational techniques, so-called Verwunderungsübungen, or wonderment exercises, that can be used individually or in combination. By creating a comprehensive teaching paradigm for entrepreneurship we pay tribute to entrepreneurship being an inherently dynamic phenomenon, which goes beyond exclusively focusing on new venture creation.

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Entrepreneurship Education
Type: Book
ISBN: 978-1-78714-280-0

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Article
Publication date: 6 June 2016

Deema Refai and Rita Klapper

The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher…

806

Abstract

Purpose

The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions.

Design/methodology/approach

The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics.

Findings

The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks.

Research limitations/implications

The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE.

Practical implications

Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context.

Originality/value

The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.

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International Journal of Entrepreneurial Behavior & Research, vol. 22 no. 4
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 1 December 2005

Rita Klapper

In response to an identified information need about entrepreneurial teaching methods employed in the European higher education system, aims to investigate whether this type of…

951

Abstract

Purpose

In response to an identified information need about entrepreneurial teaching methods employed in the European higher education system, aims to investigate whether this type of experimentation could make a difference – an activity traditionally considered individualistic within a collectivist society – and, second, to evaluate the project in terms of its appropriateness.

Design/methodology/approach

Examines an innovative case of entrepreneurship teaching at a French grande école, the ESC Rouen. In line with the purpose of this investigation a number of interviews were conducted with the project manager, the students' opinion was sought and a questionnaire survey was carried out among the participants. In addition, the author herself has been actively involved as a teacher and tutor for entrepreneurial projects.

Findings

Finds that an entrepreneurial project such as the one presented here can indeed make a difference in creating a societal acceptance for entrepreneurial activity. Engages a large number of students in activities which range from creative thinking and practical activities such as conducting market surveys and researching potential competitors to developing communication skills vis‐à‐vis their fellow group mates. Highlights that there are significant barriers to entrepreneurship and enterprise creation in France.

Research limitations/implications

Concludes that, although the Projet Entreprendre has not yet led to any enterprise creation at the management school, it could be an appropriate pedagogical tool in line with present government aims and objectives. Suggests that the entrepreneurial project is of particular interest as it is one of the rare instances that such a project within a French grande école environment is being discussed.

Practical implications

A very useful source of information and reference point for entrepreneurial projects.

Details

Journal of European Industrial Training, vol. 29 no. 9
Type: Research Article
ISSN: 0309-0590

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Article
Publication date: 9 November 2015

Lynne Wyness, Paul Jones and Rita Klapper

The purpose of this paper is to consider the understanding and presence of sustainability within entrepreneurship education. The extant literature on sustainability within the…

2446

Abstract

Purpose

The purpose of this paper is to consider the understanding and presence of sustainability within entrepreneurship education. The extant literature on sustainability within the entrepreneurship discipline remains extremely limited. Previously, sustainability within an entrepreneurship context has related to economic viability as opposed to sustainability in its broadest sense. This study explores, through a survey of entrepreneurship educators, three key research questions, namely, how entrepreneurship educators believe that entrepreneurs can contribute to solving sustainability problems. Second, to what extent education about sustainability is integrated within existing entrepreneurship curricula. Finally, what considerations are being made to include sustainability within future programmes.

Design/methodology/approach

This study represented part of a larger university project exploring the associations between the sustainability and entrepreneurship disciplines. This part of the study involved a web-based survey from entrepreneurship academics drawn from Australia, New Zealand, UK, and the USA which provided 54 completed questionnaires.

Findings

The study uncovered much good practice led by “champions” within the entrepreneurship discipline. However, embedded sustainability practice was typically limited and it was more typically regarded as an “add-on” to traditional entrepreneurial teaching.

Practical implications

The study proposes three ways in which sustainability might be more meaningfully integrated into entrepreneurship programmes. First, the QAA (2012) guidelines for enterprise and entrepreneurship need to be reconsidered to encapsulate the sustainability agenda. Second, for entrepreneurship educators to reconsider their pedagogical approaches to encapsulate systems thinking as more holistic educational perspective. Finally, the authors call for entrepreneurship educators to revise their programmes to embed the core facets of social, environmental, economic, and more recently ethical sustainability.

Originality/value

The study offers a novel insight into entrepreneurship educators attitudes to sustainability and their approach to it within their curricula. This study provides an initial benchmark regarding the levels of sustainability provision within entrepreneurship curricula which will be of interest to the entrepreneurship academic community, the sustainability community, and policy makers.

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Education + Training, vol. 57 no. 8/9
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 5 May 2015

Deema Refai, Rita G. Klapper and John Thompson

Drawing on the Gestalt approach the purpose of this paper is to propose a holistic framework for enterprise education (EE) research based on Social Constructionism, illustrating…

1805

Abstract

Purpose

Drawing on the Gestalt approach the purpose of this paper is to propose a holistic framework for enterprise education (EE) research based on Social Constructionism, illustrating how the latter supports research into experiential learning in EE in seven UK Higher Education (HE) pharmacy schools.

Design/methodology/approach

This paper is based on a qualitative empirical study involving educators in UK Higher Education Institution pharmacy schools in semi-structured interviews, and investigates the delivery of EE through experiential learning approaches. Social Constructionism is proposed as a suitable underlying philosophical paradigm.

Findings

A Social Constructionism paradigm, which adopts relative realism ontology, transactional epistemology, and Gadamer’s hermeneutic phenomenology, offers a relevant, multi-perspectival philosophical foundation for EE research, supporting transactional relationships within contexts of multiple possibilities.

Research limitations/implications

Social Constructionism does not necessarily support the individualistic paradigm, as advocated by constructivists; and the values associated with the former encourage a more collaborative and cooperative approach different from the latter.

Practical implications

The paper supports the understanding that applying experiential learning through inter-disciplinary and inter-professional learning is regarded as an approach beneficial for educators, institutions and learners, within the context of EE.

Originality/value

This paper offers a holistic conceptual framework of Social Constructionism that draws on the “Gestalt Approach”, and highlights the harmony between the ontological, epistemological and methodological underpinnings of Social Constructionism. The paper demonstrates the relevance of the proposed framework in EE research within the context of an empirical study, which is different in that it focuses on the delivery aspect of EE by considering the views of the providers (educators), an hitherto under-researched area.

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International Journal of Entrepreneurial Behavior & Research, vol. 21 no. 3
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 1 April 2004

Rita Klapper

Across the European Union there has been an increase in the number of programmes and initiatives aiming to promote small business and entrepreneurship. In line with this general…

3658

Abstract

Across the European Union there has been an increase in the number of programmes and initiatives aiming to promote small business and entrepreneurship. In line with this general trend, enterprise creation and entrepreneurship are increasingly recognised as vital for French post‐industrial society, yet France is lagging behind Spain, the UK, Italy and the USA in terms of enterprise creation. This article discusses entrepreneurship education and the role of the Grandes Ecoles. Draws on primary research into student attitudes to entrepreneurs and entrepreneurship and concludes that both societal and educational aspects as well as the creation of entrepreneurial environment at a management school are key to promoting an entrepreneurial student population.

Details

Education + Training, vol. 46 no. 3
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 January 2005

Susan Curtis and Rita Klapper

To investigate how the financial status of students in England and France affects their experience of university life.

3308

Abstract

Purpose

To investigate how the financial status of students in England and France affects their experience of university life.

Design/methodology/approach

A questionnaire survey was carried out among undergraduates in two countries. There were 168 responses from students studying at a French university and 325 responses from students studying at an English university.

Findings

The financial burden in France rests with parents, while in England students are largely responsible for their own funding. Indicators suggest that English students may be suffering from financial difficulties. Students continue the tradition of enjoying themselves and socialising, whatever their nationality and financial status.

Research limitations/implications

The comparison made was not between institutions of equal status. The Institut de Formation Internationale in Rouen is part of a Grande Ecole group which is private, and may attract students from higher income families. The students at Manchester Metropolitan University Cheshire study in a rural locale (the towns of Crewe and Alsager in south Cheshire), which is unusual for a UK university and it may well be that a lower proportion of these undergraduates come from higher income families than the French students.

Practical implications

While it would seem to be more equitable and economically efficient for individuals to pay directly for services they receive, rather than those services being funded by higher tax, this study highlights certain problems. The quality of the educational experience for English students may be reduced by their continuing to live at home with parents and carrying out low level work while studying.

Originality/value

No other research appears to have been carried out in the UK or in France on this topic.

Details

International Journal of Social Economics, vol. 32 no. 1/2
Type: Research Article
ISSN: 0306-8293

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Article
Publication date: 26 October 2010

Rita Klapper and Silke Tegtmeier

This paper – one of only a few examples – aims to conduct a cross‐national research into innovative teaching approaches in entrepreneurship in France and Germany.

2082

Abstract

Purpose

This paper – one of only a few examples – aims to conduct a cross‐national research into innovative teaching approaches in entrepreneurship in France and Germany.

Design/methodology/approach

The paper is based on two cross‐cultural cases and reflects on the experiences of two innovative teaching approaches in two European settings. The underlying aim of this investigation is to identify commonalities and differences between the approaches, establish learning between the different Higher Education institutions as well as to investigate the transferability of such approaches to other cultural environments.

Findings

This research has highlighted the importance of interdisciplinary learning in entrepreneurship research. Whereas, in the German case, management and other disciplines work together to create the example of the “practice firm”, in the French case entrepreneurship theories, network theories and cognitive science are brought together to create a new approach to learning about entrepreneurship. Both approaches highlight the importance of the personal development of the course participants by empowering the student to be proactive.

Research limitations/implications

The paper builds on the early experiences with both the concept of the “practice firm” and the application of repertory grids in entrepreneurial pedagogy, which justifies the highly exploratory character of this research. More research is necessary to establish students' opinion about such innovative approaches, also on a cross‐national level.

Practical implications

The paper provides examples of effective practices for encouraging entrepreneurial thinking in the classroom. More such comparative work is necessary on a European, but also on a wider international, scale to encourage learning, in particular for those involved in teaching entrepreneurship, but also for policy makers who are looking for new ways to stimulate entrepreneurial thinking.

Originality/value

The paper is innovative as it compares and contrasts two innovative approaches to teaching entrepreneurship in two European countries and hence fills a gap in the literature.

Details

Journal of Small Business and Enterprise Development, vol. 17 no. 4
Type: Research Article
ISSN: 1462-6004

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Book part
Publication date: 24 May 2017

Abstract

Details

Entrepreneurship Education
Type: Book
ISBN: 978-1-78714-280-0

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Article
Publication date: 19 November 2019

Pedro Miguel Parreira

235

Abstract

Details

The Learning Organization, vol. 26 no. 6
Type: Research Article
ISSN: 0969-6474

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