Designing and Delivering Inclusive and Accessible Entrepreneurship Education

Smith, Anne M.; Jones, Declan N.C.; Scott, Bernadette; Stadler, Adriano

doi:10.1108/s2040-724620170000007019

Cited by 6 publications

(6 citation statements)

References 24 publications

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“…Our study case supports prior empirical research findings that entrepreneurship education can help to improve general education (Lackéus, 2015) and must be expanded beyond business administration and economics (Turner & Gianiodis, 2018). We contribute to existing literature (Jardim & Sousa, 2023, Balushi et al, 2023Kakouris & Liargovas, 2021;Krabel, 2018;Sousa, 2018;Smith et al, 2017;Lackéus, 2015;Hyclak & Barakat, 2010;Pittaway & Cope, 2007;Gibb, 2002), bringing evidence regarding a cross-campus entrepreneurship education program designed to contribute on general education through developing entrepreneurial competencies of students (and staff), but also their non-cognitive competencies related with career development and life skills. Our study case is relevant as it describes the process of curriculum designing and delivering of Entrepreneurship, Career coaching and Life skills courses as an integrated package.…”

Section: Limits and Discussionsupporting

confidence: 77%

“…In addition to its primary objective, entrepreneurship education can also increase learning performance, economic success, and social engagement, as well as motivation, self-efficacy, perseverance, confidence, proactiveness, and innovativeness. (Sousa, 2018;Smith et al, 2017;Pittaway & Cope, 2007). Despite the paucity of studies on the relationship between non-cognitive competencies and entrepreneurial education, this is a "promising area of research" (Lackéus, 2015, 13), where entrepreneurial education can help to improve general education.…”

Section: Introductionmentioning

confidence: 99%

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Designing and Delivering a Cross-Campus Entrepreneurship Education Program

Barth,

Dodescu,

Botezat

et al. 2024

RREM

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Are entrepreneurs born or made on campus? This is one of the most frequent questions in the literature about student entrepreneurship. The field of study about career anchors is one of the most investigated factors, and it is widely recognized that entrepreneurship education should be expanded beyond economics faculties and business schools. The purpose of this paper is to present the process of designing and delivering a cross-campus Entrepreneurship course customized on varied non-economic fields of study (engineering, mathematics, nature sciences, health, social sciences, humanities, and arts) and tailored to the local business environment developed in an integrated manner in the package with two other courses: Career coaching and Life skills. The courses were developed within a project financed by the European Social Fund - "Entrepreneur for the Future" (AntreV), from 2019-2021. Upon completion of the AntreV project, the developed courses were integrated into the curricula of the 14 faculties of the University of X, Romania (as optional or facultative courses) starting from the academic year 2021-2022. The paper provides an innovative approach to cross-campus entrepreneurship education, specifically on course design and delivery, that integrates education for entrepreneurship with career coaching and life skills education.

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Section: Limits and Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Designing and Delivering a Cross-Campus Entrepreneurship Education Program

Barth,

Dodescu,

Botezat

et al. 2024

RREM

View full text Add to dashboard Cite

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“…For instance, MBA-level programs have been argued to teach business concepts and administration of functional areas, emphasizing analysis and prediction more than entrepreneurial experimentation (Bennis & O’Toole, 2005; Bhatia & Levina, 2020; Hoppe, 2016; Mintzberg, 2004). In addition, even with much commonality, technology commercialization, and entrepreneurship education are two literature streams that have developed separately (Nelson & Monsen, 2014), suggesting that the educational materials on both topics are at least somewhat disconnected, thereby creating unnecessary silos and knowledge gaps, and reducing practical and realistic applications of the learning experience in the classroom (Amjad, 2020; Athaide & Desai, 2005; Smith et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…These topics include prescriptive and consulting-based frameworks such as business model canvas (McGrath, 2010;Osterwalder et al, 2014), design thinking (Brown, 2008), growth marketing (e.g., Bohnsack & Liesner, 2019), and lean startup and customer development (Blank, 2013;Leatherbee & Katila, 2020). Several innovative approaches have been suggested to teach EM (Gilmore et al, 2020;Stokes & Wilson, 2010), including talent exchanges from the industry (Wynne, 2016); skill-based curriculum modifications to teach more critical entrepreneurial skills (Amjad, 2020;Stokes, 2000); incorporation of case studies and case competitions (Tsang, 2014); work-based experiences (Lloyd et al, 2019); development of entrepreneurial networks (Engel et al, 2017;Kaandorp et al, 2020); real-life industry and market research (Amjad, 2020;Smith et al, 2017); and trading experiences (Lloyd et al, 2019;Manimala, 2017). Each approach offers useful techniques for developing EM skills.…”

Section: Need For Pedagogical Innovation In Teaching Emmentioning

confidence: 99%

From Lab to Market: Learning Entrepreneurial Marketing Through Multi-Semester, Stage-Gate, Capstone Project in STEM MBA

Marin

Parvatiyar

Mitchell

et al. 2023

Journal of Marketing Education

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Entrepreneurs build successful businesses by taking innovative ideas from research labs to market. This article describes a pedagogical approach and its outcomes in utilizing a multi-stage, multi-course, and multi-semester capstone integrative project to teach entrepreneurial marketing (EM) of early-stage technologies. Herein we explain concepts and practices that enable the learning needed within STEM (Science, Technology, Engineering, Mathematics) MBA programs to commercialize and market products and services arising from new technologies. The pedagogy follows a four-course sequence that applies strategic frameworks and tools to develop opportunity space for a patented idea, develop the idea into product options, undertake customer discovery, build marketing and sales strategies, and translate opportunities into venture planning. These lab-to-market outcomes are accomplished by applying deliberate practice-based action learning methods to build students’ knowledge bases and problem-solving process skills that increase their entrepreneurial expertise. Through learner engagement in a sequence of innovative, data-driven, analytical processes that focus on identifying, validating, and strategizing around scalable new ideas, this pedagogy enables students to learn EM skills that can be applied to different industries and companies at various stages of development but with an emphasis on early-stage technologies.

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“…The contemporary EM challenges faced by the graduate entrepreneurs during the start-up phase of SMEs, in order to develop the EM pedagogy model by integrating empirical findings and recommendations of graduate entrepreneurs with recent EE literature (e.g. Ahmad & Buchanan, 2015;Ezeani, 2018;Ferrandiz, Fidel, & Conchado, 2018;Garo, 2017;Kaandorp, van Burg, & Karlsson, 2019;Lloyd, Martin, Hyatt, & Tritt, 2019;Manimala, 2017;Nabi et al, 2017;Piperopoulos & Dimov, 2015;Pouratashi & Zamani, 2019;Smith, Jones, Scott, & Stadler, 2017). This would contribute in bridging the pedagogical gaps in EM education.…”

Section: How To Bridge the Theory/pedagogy-practice Gap In Entrepreneurial Marketing?mentioning

confidence: 99%

Entrepreneurship development and pedagogical gaps in entrepreneurial marketing education

Amjad

Rani

Sa'atar

2020

The International Journal of Management Education

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In the age of automation and artificial intelligence, the need for sustainable entrepreneurship for job creation has significantly raised. For the development of sustainable entrepreneurship in recent years, business schools worldwide have recognised their roles, and started providing entrepreneurship education (EE). Due to being in emerging phase, the EE at business schools is following pedagogic approaches that are not exclusively developed for entrepreneurship, and hence, not suitable with the practical entrepreneurial needs. This leaves graduates lacking in many types of entrepreneurial skill-sets. One of those key skill-sets is entrepreneurial marketing (EM), which is one of the most dominating problems for SME entrepreneurs for the survival and growth of their businesses. Furthermore, the literature highlights that lack of EM skill-set is also one of the leading causes of entrepreneurial failure. The failure of SME entrepreneurs not only discourages them, but also damages the initiatives taken by the governments and private institutions for entrepreneurship development in the economies. Thus, considering the critical importance of EM education for the development of entrepreneurship, this paper has highlighted the pedagogical gaps in EM education, proposed future research avenues, and made practical implications for business schools' academic authorities to upgrade their pedagogical models.

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Designing and Delivering Inclusive and Accessible Entrepreneurship Education

Cited by 6 publications

References 24 publications

Designing and Delivering a Cross-Campus Entrepreneurship Education Program

Designing and Delivering a Cross-Campus Entrepreneurship Education Program

From Lab to Market: Learning Entrepreneurial Marketing Through Multi-Semester, Stage-Gate, Capstone Project in STEM MBA

Entrepreneurship development and pedagogical gaps in entrepreneurial marketing education

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