Entrepreneurship Education in a Poverty Context: An Empowerment Perspective

Abstract

Empowerment is an important but understudied phenomenonExperiential Learning in entrepreneurship education. We integrate literatures on empowerment theory and experiential learning to propose a conceptual model of empowerment‐based entrepreneurship education. The concept of entrepreneurial empowerment is introduced as a cognitive state characterized by meaning, competence, self‐determination, and impact toward entrepreneurial activities. The model proposes that empowerment has a mediating role in the relationship between experiential learning approaches in a poverty context and the acquisition of learning outcomes. The model is illustrated using an entrepreneurship and adversity program that supports local low‐income individuals in starting and growing their ventures.

How and When Is Self-Efficacy Related to Entrepreneurial Intentions: Exploring the Role of Entrepreneurial Outcome Expectations and Subjective Norms

“…How and when is self-efficacy related to entrepreneurial intentions: Exploring the role entrepreneurial outcome expectations and subjective normss their entrepreneurial journey and provide guidance and clarification on outcome expectations, taking advantage of different learning contexts (e.g., Santos et al, 2018). In addition, entrepreneurship educators, decision and policy makers should also address the role of subjective norms, calling students attention for social pressures that family, friends and acquaintances instill on their intentions and future behavior.…”

Covid-19 and entrepreneurship education: Implications for advancing research and practice

“…This means emphasizing an individual’s ability to change a course of action because of their self-esteem and need for achievement ( Rauchand Hulsink, 2015 ). The growth of entrepreneurship education during the past decade has been phenomenal and is now a common course in most business schools ( Santos, Neumeyer and Morris, 2019 ). This importance of entrepreneurship education in changing student’s perceptions is reflected in numerous studies ( Souitaris, Zerbinati and Al-Laham, 2007 ).…”

“…Consequently, pedagogical approaches now focus on managing expectations by teaching students how to be resilient ( Ahmed, Chandran, Klobas, Linan and Kokkalis, 2020 ). This means embedding a real world context that exposes students to service learning ( Santos et al, 2019 ). Addressing world problems is part of entrepreneurship curricula as it provides a way for students to help solve societal issues through focusing on their intention to become entrepreneurial ( Beynon, Jones and Pickernell, 2016 ).…”

Rising to the challenge: Entrepreneurship ecosystems and SDG success

“…Ten years ago, Rwandan President Kagame (2010) said, "entrepreneurship is the most sure way of development" (p. 3).This view represents the confidence many world leaders, policy makers, and researchers have in entrepreneurship as a strategy for addressing the United Nations SDGs and the NAE Grand Challenges. Moreover, the academic literature supports President Kagame's statement: entrepreneurial activity can help reduce unemployment (Robson et al, 2009), enhance quality of life (Zahra et al, 2008), empower people out of poverty (Santos et al, 2019), lower dependency on natural resources (Sine & Lee, 2009), and increase Gross Domestic Product (GDP; Cumming et al, 2014). Moreover, we know communities, SMEs, and individuals are all familiar with operating under conditions of uncertainty and capable of rebounding and/or pivoting to find opportunities following disasters (Gur et al, 2020).…”