Entrepreneurship education: known worlds and new frontiers

Neck, Heidi M.; Greene, Patricia G.

doi:10.1109/emr.2012.6210514

Cited by 313 publications

(601 citation statements)

References 7 publications

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“…This confirms suggestions in the literature on entrepreneurship education that action-oriented courses may be more effective than theoretical courses (Gartner and Vesper 1994;Fiet 2000;Wee 2004;Cope 2005;Neck and Greene 2011) and preferred by prospective entrepreneurs (Ulrich and Cole 1987). Moreover, while Corbett (2007) demonstrated that individuals who learn by active experimentation tend to identify more opportunities than others, our results suggest that students at institutions with extensive, action-oriented education are also more likely to exploit these opportunities.…”

Section: Contribution To the Literature And Interpretation Of Main Resupporting

confidence: 88%

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Why mode and regional context matter for entrepreneurship education

Walter

Dohse

2012

Entrepreneurship & Regional Development

122

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This study examines how modes of entrepreneurship education (active, such as business simulations, versus reflective, such as theory lectures) -alone and in interaction with the universities' regional context -affect students' self-employment intentions. Results from a cross-level analysis show that active modes are, irrespective of the regional context, positively related with intentions and attitudes towards entrepreneurship, whereas the effect of reflective modes is contingent on the regional context. The findings have important implications for the ongoing discussion on the teachability of entrepreneurship, the design of educational programmes and for future research.

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Section: Contribution To the Literature And Interpretation Of Main Resupporting

confidence: 88%

“…Wee (2004) suggests to emphasize problem-based learning in curricula as it provides more effective, authentic learning situations. Also Neck and Greene (2011) advocate practice-based pedagogies that require students to use, apply and act.…”

Section: Modes Of Entrepreneurship Educationmentioning

confidence: 99%

Why mode and regional context matter for entrepreneurship education

Walter

Dohse

2012

Entrepreneurship & Regional Development

122

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“…There has been considerable debate (Neck and Greene, 2011;Pittaway and Cope, 2007) about whether enterprise skills can be learned, yet capability to be enterprising can be taught (Pilch and Shimshon, 2007, p. 16). In contrast to traditional entrepreneurship education -aimed at encouraging people to start a business (Jones and Iredale, 2010) -enterprise education develops enterprising skills, behaviours and attributes (Gibb, 1993), and equips learners to use these skills (Rae et al, 2012).…”

Section: Nature Of Enterprise Educationmentioning

confidence: 98%

“…In the context of these increasing demands from other subject areas (Rae, 2010), and criticisms of business schools (Carey and Matlay, 2010) for what Neck and Greene (2011) …”

Section: Nature Of Enterprise Educationmentioning

confidence: 98%

Developing enterprise skills through peer-assessed pitch presentations

Faherty

2015

Education + Training

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Purpose -The purpose of this paper is to investigate the impact of using summative peer assessment to develop enterprise skills within higher education. Design/methodology/approach -An empirical investigation analysing students own perceptions of the peer assessment process to evaluate its impact. Findings -Participating students indicate that peer assessment aided the achievement of an enterprise learning outcome relating to persuading and influencing. They also report developing skills that will be useful for the workplace, and identify additional learning benefits. Qualitative feedback suggests some discomfort with the inherent non-traditional instructor-learner relationship.Research limitations/implications -Acknowledging the limitations of using students' own perceptions, the narrow focus on one course and the singular experience of summative peer assessment this investigation highlights the need for additional research into the impact of pedagogies where "teachers" deliver more of a facilitation role. Practical implications -The study reinforces the need for educators to invest time and effort in explaining the processes and issues involved with peer assessment. It highlights the contribution that creative industries' educators might be able to make to the wider development of enterprise skills across higher education disciplines. Originality/value -The study contributes to two important but under-explored areas of educational research: the development of enterprise skills outside the business school and the use of peer assessment within enterprise education. It provides a case study for non-traditional assessment and identifies a key challenge associated with the emergent pedagogical approach of heutagogy.

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“…Entrepreneurship education (EE), defined as 'education for entrepreneurial attitudes and skills' (Bae et al 2014, p. 218), has been embraced by universities to increase students' entrepreneurial traits, knowledge and skills (Neck and Greene 2011;Mustar 2009;Kuratko 2005) to favor both their entrepreneurial engagement and their competitiveness in the labor market (Audretsch 2014;Urbano and Guerrero 2013;Debackere and Veugelers 2005). EE has undergone a progressive broadening of scope; in a report by the European Commission (2008, p. 7) it is emphasized that 'the benefits of entrepreneurship education are not limited to start-ups, innovative ventures and new jobs' but rather to 'an individual's ability to turn ideas into action and it is therefore a key competence for all, helping young people to be more creative and self-confident in whatever they undertake'.…”

Section: The Indirect Effect Of Internationalization On University Enmentioning

confidence: 99%

Students climbing the entrepreneurial ladder: Does university internationalization pay off?

2016

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The entrepreneurial university is emerging as a new archetype of higher education institution that fosters knowledge generation and transfer, contributes to local development and empowers individuals in fastchanging markets. Many institutional, strategic and organizational factors have been discussed as components or contingencies of the process that makes universities more entrepreneurial. Yet we miss an understanding of the contribution that internationalization, crucial strategy for university competitiveness, can provide to such process. Our study addresses this gap, by looking at the effect of university internationalization on students' progressive engagement in entrepreneurship. We do so by studying internationalization along each of the three university institutional missions (teaching, research and third mission). Based on multilevel analysis on a sample of 25,855 university students across 130 European universities, our findings indicate that university internationalization matters, and with different mechanisms along the three missions; in fact, the effect of internationalization is both direct and indirect as it increases students' human capital but also enhances the impact of traditional university support and training mechanisms in favor of students' entrepreneurship.

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Entrepreneurship education: known worlds and new frontiers

Cited by 313 publications

References 7 publications

Why mode and regional context matter for entrepreneurship education

Why mode and regional context matter for entrepreneurship education

Developing enterprise skills through peer-assessed pitch presentations

Students climbing the entrepreneurial ladder: Does university internationalization pay off?

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