Action-embedded pedagogy in entrepreneurship education: an experimental enquiry

The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice

“…The literature shows that AL promotes a series of managerial competencies in participants. In particular, it advances theory-to-practice transferability, collaborative leadership, the ability to handle conflict situations, soft skills (teamwork, communication skills, relationship building, and networking), lifelong learning, self-efficacy, and critical thinking (Leonard & Marquardt, 2010; Mukesh et al, 2019; Park et al, 2013). However, most of these results were obtained in organizational settings with experienced managers.…”

“…Research suggests that, by allowing participants to collectively work in the solution of unstructured organizational problems, with their action examined through collective reflection, AL increases theory-to-practice transferability, fosters collaborative leadership, develops a series of soft skills (teamwork, communication skills, relationship building, and networking), improves participants’ ability to handle conflicting situations, promotes life-long learning, and fosters self-efficacy and critical thinking (Leonard & Marquardt, 2010; Mukesh et al, 2019; Park et al, 2013) as Figure 1 illustrates.…”

“…AL's popularity in the organizational world has increased in the past two decades (Brook & Milner, 2014). Its capacity to address complex organizational problems while promoting employees' personal growth makes AL one of the most powerful tools for managerial learning and development (Mukesh et al, 2019).…”

“…Research suggests that, by allowing participants to collectively work in the solution of unstructured organizational problems, with their action examined through collective reflection, AL increases theory-to-practice transferability, fosters collaborative leadership, develops a series of soft skills (teamwork, communication skills, relationship building, and networking), improves participants' ability to handle conflicting situations, promotes life-long learning, and fosters self-efficacy and critical thinking (Leonard & Marquardt, 2010;Mukesh et al, 2019;Park et al, 2013) as Figure 1 illustrates. However, despite being relevant, the aforementioned contributions were either (1) proposed at the conceptual level (e.g., Edmonstone, 2015;Marsick & O'Neil, 1999;Raelin & Coghlan, 2006;Yeo & Gold, 2011) or (2) based on interventions conducted in organizational settings having experienced managers as targets 1 (e.g., Leonard & Marquardt, 2010;Park et al, 2013).…”

Role of Institutional Ecosystem in Entrepreneurship Education: An Empirical Reiteration

“…Our model was successful in redefining the elements of EE, which incorporated the degree of entrepreneurial education in the curriculum , student orientation on entrepreneurship (SOE) , entrepreneurial teaching methodologies , HEIs’ ability to connect startups with industry (HACSI) , mentoring and coaching programmes for entrepreneurs (MCPE) and extra-curricular activity relating to entrepreneurship (EARE) . Some of the recent studies have reiterated the significance of pedagogy, teaching methods, mentoring and extra-curricular activities in EE (Fretschner & Weber, 2013; Mukesh, Pillai, & Mamman, 2019; Pittaway, Gazzard, Shore, & Williamson, 2015).…”