Chapter 1 The Legitimacy of Teachers in Entrepreneurship Education: What We Can Learn from a Literature Review

Foliard, Stéphane; Pontois, Sandrine Le; Fayolle, Alain; Diermann, Isabell

doi:10.1108/s2040-72462018000009a001

Cited by 18 publications

(24 citation statements)

References 33 publications

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“…It is based on theories and philosophies that inform the process, to afford guidance to educators by helping them to navigate the diverse and contrasting landscapes of approaches, theories, methods and philosophies (Ramsgaard, 2018). The framework highlights that there is a place for objectivist approaches using behaviourism and cognitivism to provide the underpinning knowledge as This can improve the legitimacy of entrepreneurship education, through the provision of greater linkage to educational literature and theory (Foliard et al, 2018). In addition, by aligning philosophy with learner expectations, requirements, and intended outcomes, it is more likely to lead to an improved learner experience (Hannon, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…By underpinning educational practice with educational theory, educators can maximise the effectiveness of their educational practice. This can improve the legitimacy of entrepreneurship education, through the provision of greater linkage to educational literature and theory (Foliard et al , 2018). In addition, by aligning philosophy with learner expectations, requirements and intended outcomes, it is more likely to lead to an improved learner experience (Hannon, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…This paper contributes by creating a framework for entrepreneurship educators at further education (FE) and higher education (HE) institutions that answer calls to provide a closer engagement between educational literature on the nature of learning and pedagogical theory and practice (Fayolle et al , 2016). The linkage between pedagogical understanding and competence of educators and the delivery and quality of teaching in FE and HE behoves further support by providing consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019), which in turn, can improve the legitimacy of entrepreneurship education (Foliard et al , 2018). This paper consolidates a range of seminal educational theories and philosophies which underpin the entrepreneurial experiential learning process, including constructivism, objectivism, Kolb's theory of experiential learning (1984), Schön's reflection-in-action (1983) and Mezirow's theory of transformative learning (1997), to help guide entrepreneurship educators in their practice.…”

Section: Introductionmentioning

confidence: 99%

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Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Bell

2020

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PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Bell

2020

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“…As a result, there are few theoretical insights about the role of the instructor in the context of entrepreneurial education (e.g. Foliard et al, 2019;Seikkula-Leino et al, 2010), for example, instructors' perceptions and teaching philosophies (Toding and Venesaar, 2018), the extent to which research-active academics facilitate different kinds of learning outcome compared to practicing professionals and whether differences in the level and form of education, categories of learning outcomes and the specific focus of the course or programme call for different instructor competencies and skills to effectively guide students in the learning process Evolution of pedagogy (e.g. Fayolle and Gailly, 2008;Rennemo, 2015).…”

Section: Whothe Role Of the Instructormentioning

confidence: 99%

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

Hägg¹,

Gabrielsson

2019

IJEBR

171

162

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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.

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“…As such, Fejes, Nylund, and Wallin [36] suggested that entrepreneurship education may suffer because of its young age as a curriculum area. Furthermore, Kelchtermans [37] and Foliard et al [38] suggested that, in educational reforms, teachers may feel professionally vulnerable, and this may lead to abandoning the new pedagogy. This is even more probable if the new concept seems unclear to the teachers [39].…”

Section: Literature Reviewmentioning

confidence: 99%

The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula

2021

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The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers’ perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.

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Chapter 1 The Legitimacy of Teachers in Entrepreneurship Education: What We Can Learn from a Literature Review

Cited by 18 publications

References 33 publications

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

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

The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula

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