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

Pokidko, Daniil; Saade, Fouad Philippe; Shir, Nadav

doi:10.1177/2515127420914658

Cited by 4 publications

(4 citation statements)

References 125 publications

(158 reference statements)

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“…New institutions and educational initiatives emphasizing and addressing these aspects will be key (e.g., Gielnik et al, 2014; Pokidko et al, 2020), assuming they are informed by more accurate and relevant data. This translates to examining the trajectories of EPWB during the entrepreneurial journey with a careful attention to fluctuations encountered at various points of the process in response to new entrepreneurial tasks and challenges.…”

Section: Future Scientific Directionsmentioning

confidence: 99%

Entrepreneurship, Self-Organization, and Eudaimonic Well-Being: A Dynamic Approach

Shir

Ryff

2021

Entrepreneurship Theory and Practice

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As a self-organizing act, entrepreneurship is a significant feature of and force within modern life that is intimately related to individuals’ growth, development, and well-being. We present a dynamic perspective on entrepreneurship and eudaimonic well-being, anchored in philosophical and psychological views on the essence of well-being as well as the essence of entrepreneurship as a value-driven form of agency. Drawing on the action-phase model, which we adapt to the venture creation phases of deliberation, planning, implementation, and reflection, key propositions are developed regarding how, and under what conditions, core aspects of psychological well-being come into play along the enterprising process.

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Section: Future Scientific Directionsmentioning

confidence: 99%

Entrepreneurship, Self-Organization, and Eudaimonic Well-Being: A Dynamic Approach

Shir

Ryff

2021

Entrepreneurship Theory and Practice

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“…Achieving full and high-quality employment and initiative entrepreneurship is the ultimate embodiment of college students’ personal and social values. It is also the need for college students’ all-round development ( Pokidko, 2021 ). Combining online education development with college students’ innovation and entrepreneurship education and studying its effectiveness have become a crucial part of higher education in the new situation.…”

Section: Introductionmentioning

confidence: 99%

The Innovation of Entrepreneurship Education for Intangible Cultural Heritage Inheritance From the Perspective of Entrepreneurial Psychology

Zhou

Shi

2022

Front. Psychol.

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The purpose is to help college students start their own businesses and protect and develop China’s intangible cultural heritage. The entrepreneurship of college students in the field of intangible culture is studied from the perspective of entrepreneurial psychology. First, the related characteristics, main content, and research status of college entrepreneurship education are described in detail. Entrepreneurial psychology is divided into entrepreneurial cognition, entrepreneurial emotion and entrepreneurial will. Then, the concept and development status of intangible cultural heritage are briefly summarized to illustrate the importance of inheriting and developing intangible cultural heritage. A questionnaire is designed based on intangible cultural heritage development mode to interview local college students randomly. Finally, the results are analyzed by descriptive statistics. The results show that massive students do not understand the entrepreneurial policy, and only 16% of them know it very well. More than 30% of the students think that entrepreneurship will improve personal responsibility. Nearly 50% of the students believe that entrepreneurship can increase their life experience. Almost 50% of the students have the psychological quality of persistence and courage in entrepreneurship. The final results show that there are great differences in entrepreneurial cognition among students of different grades. Regarding entrepreneurial emotion, there are obvious differences among students of different genders, disciplines, and grades. Regarding the entrepreneurial will, there are only differences among students with different grades. In entrepreneurship education, different teaching methods should be adopted for different ages to comprehensively improve the effect of entrepreneurship education for students of all grades and help them obtain good entrepreneurship results. This exploration provides technical support for the inheritance of material and cultural inheritance and contributes to the entrepreneurship education of college students.

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“…Entrepreneurship also infuses a wide range of boundaries such as demographic, organizational, socioeconomic, geographic, cultural, political, and others (Kuratko & Morris, 2018). Despite these positive outcomes of entrepreneurship, there is no one recipe, situation, or specific conditions that might make a successful entrepreneur (Pokidko et al, 2021). But neither is entrepreneurship an art, which is abstract, nor does success come only to gifted ones (Aulet et al, 2018;p.…”

Section: Introductionmentioning

confidence: 99%

“…Previous research on entrepreneurship education programs has focused mainly on a face-to-face format (Decker-Lange et al, 2020;Klofsten et al, 2021;Pokidko et al, 2021). Another line of research has analyzed the impact of entrepreneurship programs on participants' entrepreneurial self-efficacy (see a review by Newman et al (2019)) or entrepreneurial education pedagogical methods and its effects on various impact indicators (a review by Nabi et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Transforming a Highly Tactile Entrepreneurship Course “Ideas to Innovation” to an Entirely Online Delivery Model: Lessons for Theory and Practice

Vaičiukynaitė

Ihasz

Portyanko

et al. 2022

FGF Studies in Small Business and Entrepreneurship

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Recent changes in education due to COVID-19 required a shift from classroom to online delivery. This chapter illustrates how a highly complex training program, Ideas to Innovation (i2i), responded to this challenge. i2i is based on experiential learning including a variety of activities carried out both in large and small groups with the intention to raise delegates’ entrepreneurial self-efficacy. In this case study, we illustrate the process by which the program was delivered online for the first time since its existence and how the online delivery of an entrepreneurial program contributed to participants raised level of entrepreneurial intent. We took a qualitative approach by conducting structured (written) and semi-structured interviews with participants. We triangulated the data with insights and reflections of the facilitators engaged in the online delivery. The findings indicate that even when i2i is delivered online, it raised participants’ level of entrepreneurial intent. We also found that digital interaction and collaboration among participants and facilitators on various platforms promoted the development of an entrepreneurial mindset. By highlighting this change in delivery and design, we contribute to the ongoing debate of digitally supported education for entrepreneurship and provide insights to redesign entrepreneurial training programs.

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

Cited by 4 publications

References 125 publications

Entrepreneurship, Self-Organization, and Eudaimonic Well-Being: A Dynamic Approach

Entrepreneurship, Self-Organization, and Eudaimonic Well-Being: A Dynamic Approach

The Innovation of Entrepreneurship Education for Intangible Cultural Heritage Inheritance From the Perspective of Entrepreneurial Psychology

Transforming a Highly Tactile Entrepreneurship Course “Ideas to Innovation” to an Entirely Online Delivery Model: Lessons for Theory and Practice

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