A CULTure of entrepreneurship education

Abstract

High hopes are invested in a rapid institutionalisation of an enterprise culture in Higher Education. This has heightened the importance of entrepreneurship education (EE) in most Western societies; however, how values and beliefs about entrepreneurship are institutionalised in EE remains relatively unchallenged. This study applies the lens of the cult, in particular three elements Rituals, Deities and the Promise of Salvation, to reflect on the production and reproduction of entrepreneurship in EE. In doing so, the paper addresses uncontested values and beliefs that form a hidden curriculum prevalent in EE. We argue for greater appreciation of reflexive practices to challenge normative promotions of beliefs and values that compare with forms of evangelising, detrimental to objectives of Higher Education. Consequently, we call for a more critical pedagogy to counteract a 'cultification' of entrepreneurship in EE.

“How to Give a Killer Pitch?” Performances of Entrepreneurial Narratives as Identity Models in Higher Education

“…Although entrepreneurship was positioned as a role model for all students (through performances of entrepreneurial identities with certain kinds of special talents, virtues and social divisions between groups), it was indicated that not all university students were entrepreneurial types (see also Farny et al., 2016; Jones, 2014; Korhonen, Komulainen, & Räty, 2011). All the narratives encapsulated the current middle-class and individualistic ideals of work as a passion and a medium of personal growth and fulfilment as well as ideals of social success within which the individual is positioned as an “author” of his or her own career (Berglund et al., 2017; Dempsey & Sanders, 2010).…”

“…We could conclude that Entrepreneurship Week was more about training an entrepreneurial workforce than acquiring the skills needed in business. Entrepreneurship was presented as a channel for transformation and empowerment at both the societal and individual level (see also Farny et al., 2016). We suggest that the entrepreneurs positioned themselves in the first instance not as teachers giving business lessons, but also as mental coaches , whose aim was to assist the students in building their “philosophy of life” (i.e., visions of a positive future, setting life goals leading to success, and motivating them to pursue these goals).…”

“…This is because teaching students about, for, and through entrepreneurship might have contradictory consequences both for universities and for students representing different positions, as well as reinforcing social power structures and hierarchies. Although in current Western societies, entrepreneurship has come to stand out as a key identity in which individuals are increasingly encouraged to participate (Farny, Frederiksen, Hannibal, & Jones, 2016), entrepreneurship has been typically understood as something that is both extraordinary and highly different from salaried employment. Entrepreneurs have been portrayed as positive agents of the capitalist system, and as possessing personality attributes and abilities such as a need for achievement, dominance, and independence (Hytti, 2005).…”

University-Based Education and the Formation of Entrepreneurial Capabilities

“…As a result of our study, entrepreneurship educators can start to think about and develop specific pedagogical methods that are tailored toward the capabilities of their students. For instance, scholars have suggested that professors should develop and cultivate a safe atmosphere conducive to learning by encouraging and integrating the heterogeneous opinions of students and emphasizing the importance of process rather than results by encouraging plans and ideas related to entrepreneurship (Farny, Frederiksen, Hannibal, & Jones, 2016). Moreover, scholars have recommended providing case studies and integrating experimental learning tools like podcasts and videos in the classroom to encourage students to become engaged in learning corporate entrepreneurship (Kuratko & Morris, 2018a).…”

Entrepreneurial intention: An analysis of the role of Student-Led Entrepreneurial Organizations

“…Over the last two decades, the importance of entrepreneurship for economic growth has been widely recognized (Powers and McDougall 2005;Van Stel et al 2005;Van Praag and Versloot 2007;Braunerhjelm et al 2010;Nabi and Liñán 2013;GEM 2017). Recently, it has also been suggested that entrepreneurship helps enlighten people and encourage their personal growth (EC 2006;EC 2012;Farny et al 2016). A report from the European Commission in 2012 has shown, for instance, that entrepreneurial attitudes are useful for all individuals in their daily lives and working activities.…”