A systematic literature review of the evolution of pedagogy in entrepreneurial education research

Abstract

Purpose The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades. Design/methodology/approach The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study. Findings The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning. Originality/value The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

Entrepreneurial thinking: A signature pedagogy for an uncertain 21st century

“…Early pedagogical methods in entrepreneurship education included traditional approaches such as lectures and were aimed at nascent entrepreneurs ( Hägg & Gabrielsson, 2020 ). Such methods emphasize a behaviorist paradigm grounded on transmission and reproduction of knowledge, encouraging passivity in student learning ( Nabi, Liñán, Fayolle, Krueger, & Walmsley, 2017 ).…”

“…Movement away from these passive methods signified greater recognition that entrepreneurs learn from experience ( Rae & Carswell, 2000 ), whether positive or negative ( Cope, 2011 ; Politis & Gabrielsson, 2009 ). As such, more hands-on learning emerged in the 2000s when entrepreneurship education began to emphasize real-world opportunities and experience as an effective teaching method ( Hägg & Gabrielsson, 2020 ). Problem-based learning ( Tan & Ng, 2012 ), student business start-ups, live cases, and simulations ( Kassean, Vanevenhoven, Liguori, & Winkel, 2015 ) were reported as key pedagogical methods.…”

“…These active learning methods reflect both a constructivist and experiential learning approach to teaching and learning ( Hägg & Gabrielsson, 2020 ; Nabi et al, 2017 ). First, the constructivist approach suggests that “learning involves actively participating in the construction of new understanding” ( Nabi et al, 2017 , p. 280).…”

“…In doing so, this work builds upon Boyles’ (2012) model for developing 21st century knowledge, skills, and abilities in undergraduate students. This paper also contributes to the debate around the development of a pedagogy for entrepreneurship education ( Bridge, 2017 ; Hägg & Gabrielsson, 2020 ; Jones, Penaluna, & Pittaway, 2014 ; Maritz, 2017 ; Matlay, 2017 ; Seow, Pan, & Koh, 2019 ).…”

An Experiential Pattern-Matching Teaching Method: Unpacking the Process of Becoming

“…Although today's EE pedagogy includes some traditional approaches, such as lectures and case studies, there is growing consensus that experiential learningthrough the experience of creating real ventures-may enhance learning outcomes (Aulet et al, 2018;H€ agg & Gabrielsson, 2019;Pollack et al, 2018;Reid & Koester, 2018;Vuola et al, 2018). Scholars suggest that starting a venture within EE can provide students with the equivalent of what John Dewey (1938, p. 51) calls an "educative experience" (Clark et al, 1984;H€ agg & Kurczewska, 2019;Hills, 1988;Honig, 2004;Jones & English, 2004;Krueger, 2009;Kuratko, 2006;Mitra, 2002;Neck & Greene, 2011;Plaschka & Weisch, 1990;Rideout & Gray, 2013;Shepherd, 2004;Solomon et al, 2002).…”