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Article
Publication date: 13 February 2017

Suna Løwe Nielsen and William B. Gartner

The purpose of this paper is to study different aspects and tensional forces that play a role in the internal and contextual negotiation that takes place within students in the…

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Abstract

Purpose

The purpose of this paper is to study different aspects and tensional forces that play a role in the internal and contextual negotiation that takes place within students in the exploration of the possible identity of entrepreneur. It expands the knowledge of how the university context influences student entrepreneurial processes from a multiple identity perspective. The findings are related to discussions of entrepreneurship education.

Design/methodology/approach

A conceptual paper that presents a framework on student entrepreneurial identity sense making that is grounded in a multiple identity perspective. The framework is illustrated by ten narrative cases on student entrepreneurship.

Findings

The framework suggests four different ways students make sense of identity in the process of exploring the entrepreneurial identity along with their university studies. In this process students negotiate between the two identities of “student” and “entrepreneur”, both demanding in time, effort and commitment, and they in different manners struggle with balancing university belonging and entrepreneurial distinctiveness.

Originality/value

The framework serves as a point of departure for discussing the psychological processes and tensions associated with students’ entrepreneurial identity construction, and what it means to entrepreneurship education. It is suggested that universities to a higher degree have to view themselves as psychological institutional moratoriums and thus as platforms of identity explorations rather than deterministic systems preparing students for certain careers to support students in becoming entrepreneurs.

Details

Education + Training, vol. 59 no. 2
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 9 November 2015

Suna Løwe Nielsen and Pia Stovang

In recent years there has been growing focus on the innovative and profit generating value of design thinking in a businesses. This attention is also reflected in business…

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Abstract

Purpose

In recent years there has been growing focus on the innovative and profit generating value of design thinking in a businesses. This attention is also reflected in business education. The basic thesis is that design thinking is particular relavant to entrepreneurship education. The purpose of this paper is to propose a teaching model, named the DesUni model. The model suggests a novel design-oriented approach to entrepreneurship education.

Design/methodology/approach

This paper relies on the interfaces between the literatures on entrepreneurship education and design thinking. From reviewing and synthesizing these literatures new insights are offered into how to develop entrepreneurship education through design thinking.

Findings

The DesUni teaching model offers a significant shift in paradigm changing the traditional didactic assumptions of entrepreneurship education. It involves a change in curriculum, teaching methods, use of knowledge, teaching style, teacher-student relations, culture, habitat and assessment.

Originality/value

The DesUni teaching model offers a unique way to form an entrepreneurship curriculum. This curriculum bridges the discovering of the present with what might be in the future along with that students are collaborating with different stakeholders.

Details

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

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Book part
Publication date: 11 July 2014

Jack Mason and Ana Cristina O. Siqueira

Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship…

Abstract

Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship programs in higher education. Yet, studies that review the coverage of textbooks focusing on entrepreneurship are scarce. This study provides an inventory of entrepreneurship textbooks and the topics they cover as well as specific emerging topics they do not cover by analyzing the content of 57 textbooks. Our results suggest that most textbooks provide significant coverage of such topics as the nature of entrepreneurship, business plans, financing, marketing, and cases. Among emerging concepts, social media has been relatively well covered with increasing coverage in more recent textbooks, while business canvas, as an example of alternatives to conventional business plans, is rarely covered. Most textbooks have provided little coverage of such topics as sales, family business, women and minorities, as well as ethics and sustainability. This study not only reveals areas that are covered by existing textbooks but also themes that future textbooks and research could cover to address the challenges of future entrepreneurship education.

Details

Innovative Pathways for University Entrepreneurship in the 21st Century
Type: Book
ISBN: 978-1-78350-497-8

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