Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

Abstract

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

University–industry collaboration: constructing a business model lab for student venture creation

“…The type of entrepreneurship that the students take part in is quite different compared to research conducted on other co-curricular student venture creation (see, e.g. Pittaway et al, 2015;Preedy et al, 2020;Preedy and Jones, 2017). The case we have studied is an activity that is not within a course or program, directing it more towards the co-curricular stream of research as the students are connected with the industry and provided with some basic directions (e.g.…”

“…Another stream of research has focused more on student venture creation as a co-curricular activity. For instance, Preedy et al (2020) investigate student co-curricular activities and how students can learn in different ways through co-curricular activities. Pittaway et al (2015) research student clubs and highlight how students can gain important practical knowledge from being engaged in student entrepreneurship clubs.…”

“…Lack eus and Williams or a co-curricular (e.g. Preedy et al, 2020) perspective. In this paper, we use a comprehensive definition of student venture creation by defining it as "venture creation activities of people who are currently studying at a university" (Bergmann et al, 2016).…”

Can Universities be a Gleam of Hope During COVID-19? Entrepreneurial Intentions Approach for Academia in Pakistan

“…These activities also help in developing leadership qualities and motivate the risk-taking attitude of students. This makes them courageous enough to endure challenges for their benefit and creativity, which in the long run can be seen as a positive sign toward entrepreneurship (Volkmann and Audretsch, 2017;Preedy et al, 2020). The universities are restructuring their settings to make them more congenial and in line with the objective of entrepreneurship.…”

“…In today's era, entrepreneurship is one of the fastest-growing disciplines at universities and colleges. There is much focus on the practical implication and learning of entrepreneurship rather than just traditional wisdom (Preedy et al, 2020). On the other hand, students have reported that co-curricular activities help better understand these skills.…”