Entrepreneurship Education: Known Worlds and New Frontiers

Neck, Heidi M.; Greene, Patricia G.

doi:10.1111/j.1540-627x.2010.00314.x

Cited by 880 publications

(519 citation statements)

References 22 publications

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“…Isso converge com recomendações da literatura internacional (McCoshan, 2010;Neck & Greene, 2011;NIRAS Consultants, FORA, ECON Pöyry, 2008;Surlemont & Kearney, 2009). O atendimento dessas necessidades, tomadas separadamente ou, mais ainda, tomadas em conjunto, parece ser um projeto laborioso e de longo prazo, mas que conta com a predisposição e a demanda favoráveis dos estudantes quanto a melhorias da EE.…”

Section: Conclusõesunclassified

Ser seu Próprio Patrão? Aperfeiçoando-se a Educação Superior em Empreendedorismo

et al. 2015

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O artigo tem por objetivo identificar formas de se melhorar a educação superior em empreendedorismo, focando o caso dos estudantes brasileiros interessados em ser seus própriospatrões, ou seja, emteremseus própriosnegócios. Eles são aqui chamados de fundadores intencionais. O estudo é um survey complementado por uma breve revisão da literatura. O questionário online foi respondido por 12.604 fundadores intencionais de um amplo espectro de cursos superiores de 37 instituições de ensino superior públicas e privadas brasileiras. Segundo suas respostas, eles têm mais alta demanda por educação em empreendedorismo e mais alta intenção empreendedora do que se vê em outros países. Três hipóteses foram testadas. Os resultados mostram que sua intenção de empreender e seu nível de crença em serem competentes para empreender com sucesso (self-efficacyou autoeficácia, em Português) são indiferentes à variação do quanto fazem de disciplinas e atividades de educação em empreendedorismo (EE) no ensino superior. Por outro lado, há relação significante e positiva entre a intenção empreendedora e a demanda por EE. A elevada demanda dos estudantes parece poder ser aproveitada como facilitadora do necessário aperfeiçoamento da EE no Brasil. As discussões e as conclusões do fim do artigo oferecem recomendações não apenas para a melhoria da educação superior, mas também para a realização de mais pesquisas.

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Section: Conclusõesunclassified

Ser seu Próprio Patrão? Aperfeiçoando-se a Educação Superior em Empreendedorismo

et al. 2015

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“…It is unacceptable to take anything for granted or to rely on the reports of others" (p. 233). The process of collecting field data with which to validate their business ideas is perhaps the single most effective way for students to build empathy for what it is like to be an entrepreneur, thus addressing Neck and Greene (2011) and Jones, Matlay and Maritz's (2012) calls.…”

Section: Inside-out Flip: Outside Of Classmentioning

confidence: 99%

“…Entrepreneurship education (EE) is argued to be a special case of education that requires experiential components for it to be effective (e.g, Rasmussen & Sørheim 2006;Haase & Lautenschläger 2011;Neck & Greene 2011;Rideout & Gray 2013;Mason & Arshed 2013). While the concepts are easy enough to comprehend, the real challenge resides in the 'teachability dilemma' (Haase & Lautenschläger 2011).…”

Section: Introductionmentioning

confidence: 99%

Lessons learned from an inside-out flip in entrepreneurship education

Bliemel

2014

Small Enterprise Research

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This paper summarizes the benefits and challenges of flipping an entrepreneurship course in two ways. The conventional flip changes how lecturers and students relate to the course content by primarily affecting when and where they learn, but not necessarily how. Flipping the classroom inside-out grounds the lessons learned in the 'real world' by bringing in guests to help run workshops in the classroom, and by getting students to validate their business ideas outside the classroom. This inside-out flip involves additional logistical challenges. However, it appears to be a better fit with the overarching set of attributes that graduates are expected to attain, and the assessment thereof. Lessons Learned From an Inside-Out Flip in Entrepreneurship Education ABSTRACTThis paper summarizes the benefits and challenges of flipping an entrepreneurship course in two ways. The conventional flip changes how lecturers and students relate to the course content by primarily affecting when and where they learn, but not necessarily how. Flipping the classroom inside-out grounds the lessons learned in the 'real world' by bringing in guests to help run workshops in the classroom, and by getting students to validate their business ideas outside the classroom. This inside-out flip involves additional logistical challenges. However, it appears to be a better fit with the overarching set of attributes that graduates are expected to attain, and the assessment thereof.

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“…Similarly, Taatila (2010) found that relevant entrepreneurial skills and competencies are best learned through 'pragmatic real-life development projects' that are highly experiential in nature. Neck and Greene (2011) recommend that teaching entrepreneurship as a method which extends beyond understanding, knowing, and talking and requires using, applying and acting in an entrepreneurial manner is most effective.…”

Section: Moving Enterprise Education From the Zoo To The Junglementioning

confidence: 99%

From the Zoo to the Jungle – Narrative Pedagogies and Enterprise Education

Costin¹,

Dodd²,

Hynes³

et al. 2013

Industry and Higher Education

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There is scope for a better understanding of the development of entrepreneurial competences in students through experiential learning pedagogies by engaging them with the entrepreneurs in the entrepreneurs' habitats. This study analyses a novel pedagogical interaction which embraces the narrative aspects of entrepreneurial learning by encouraging students to review and relate their experiences of enterprise education critically and to reflect on how those experiences prepare them for an entrepreneurial career. The study highlights the value of experimenting with more embedded ways of teaching entrepreneurship that resonate with the lived experience of entrepreneurs. In light of their analysis, the authors offer recommendations on how to incorporate entrepreneurial learning mechanisms as part of the education of future entrepreneurs.

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Entrepreneurship Education: Known Worlds and New Frontiers

Cited by 880 publications

References 22 publications

Ser seu Próprio Patrão? Aperfeiçoando-se a Educação Superior em Empreendedorismo

Ser seu Próprio Patrão? Aperfeiçoando-se a Educação Superior em Empreendedorismo

Lessons learned from an inside-out flip in entrepreneurship education

From the Zoo to the Jungle – Narrative Pedagogies and Enterprise Education

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