A Community of Practice Approach to Teaching International Entrepreneurship

Abstract

With a dearth of research on international entrepreneurship pedagogy, there is a gap in knowledge on the effectiveness of educational programs, courses, and teaching methods in stimulating and promoting international entrepreneurship practice. To address the gap, this study evaluates an experiential teaching innovation in the area of international entrepreneurship, the Global Board Game project. Designed as a Community of Practice (CoP), the project provides students the opportunity to participate in the construction of their knowledge through interactions with their counterparts in other countries. A qualitative analysis of student essays indicates that the Global Board Game project is effective in helping students achieve learning outcomes, which include defining, recognizing, and evaluating international business opportunities; designing and validating a business model based on such opportunities; and creating a plan for pursuing these opportunities. Additionally, it indicates that participation in the project enhanced students’ attitudes toward entrepreneurship as a career path.

Entrepreneurship Education in a Multidisciplinary Environment: Evidence from an Entrepreneurship Programme Held in Turin

“…For instance, Varano et al (2018) presented a new Erasmus+ project aimed at creating a transnational entrepreneurship programme for students. Similarly, Musteen et al (2018) presented an international entrepreneurship programme. Future studies could therefore analyse the differences between entrepreneurship programmes offered to students from the same field of study and the same culture and entrepreneurship programmes offered to students from different fields of study and different cultures, in terms of teaching model and the impact of these two types of programmes on students' entrepreneurial skills and EI through the administration of pre-and post-surveys to the participants.…”

Cross-Country Differences in Entrepreneurial Internationalization Tendencies: Evidence from Germany and Pakistan

“…First, the findings could aid public policy makers from both countries to identify institutional support and programs that best foster entrepreneurial growth and internationalization. For instance, enhancing international knowledge of Pakistani entrepreneurs through higher exposure to international markets via cultural exchanges, events and pedagogical approaches, such as those involving direct interaction with counterparts in other geographic locations (Musteen et al 2018), could prove beneficial. Additionally, strengthening institutional structures and providing regulatory support to Pakistani entrepreneurs, such as funding, tax cuts and innovation incentives, could encourage them to take higher risk and venture into new markets.…”

Impact of Entrepreneurial Education Programs on Total Entrepreneurial Activity: The Case of Spain

“…First, it compiles the programs on entrepreneurship education developed in Spain. Some previous studies have described entrepreneurial education programs (Maritz and Brown 2013;Maritz 2017), but usually did so in the university context (Hasan et al 2017) and, specifically, in the business field (Fayolle et al 2011;Musteen et al 2018), or in specific programs promoting entrepreneurship in other areas (Lans et al 2013; Barba-Sánchez and Atienza-Sahuquillo 2018). There have been a few studies that have developed a comprehensive review of programs in entrepreneurial education at non-university educational levels .…”