Factors Influencing Entrepreneurship Educators’ Pedagogical Choices—A Configurational Approach

Nikou, Shahrokh; Mezei, József; Brush, Candida G.; Wraae, Birgitte

doi:10.3390/su141912248

Cited by 4 publications

(2 citation statements)

References 61 publications

(110 reference statements)

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“…Moreover, Bali et al (2020) argued that a teacher using open textbooks in class is a teacher-centric and often teaches domain competences and is content-focused, while teaching social and self-competencies and engaging learners to create knowledge is often studentcentric. However, contextual factors influence teachers' pedagogical preference (Nikou et al, 2022a, b;Tseng et al, 2019).…”

Section: Background and Theoretical Foundationmentioning

confidence: 99%

“…It does this by using a fuzzy-set approach, which allows for the possibility that a case may have a partial membership in a particular set or category (Lee, 2014). This means that, rather than assigning cases to discrete categories, fsQCA allows for Factors influencing pedagogical choices the possibility that a case may have a degree of membership in multiple categories (Nikou et al, 2022a, b). Thus, handling the heterogeneity that may arise in the sample.…”

Section: Data Collectionmentioning

confidence: 99%

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Entrepreneurship educators: a configurational analysis of factors influencing pedagogical choices

Nikou

Brush

Wraae

2023

IJEBR

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PurposeEntrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.Design/methodology/approachThe data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.FindingsThe results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.Originality/valueThis study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

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Section: Background and Theoretical Foundationmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Entrepreneurship educators: a configurational analysis of factors influencing pedagogical choices

Nikou

Brush

Wraae

2023

IJEBR

Self Cite

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Educators' conceptualization of entrepreneurship in Omani entrepreneurship education practice

Al Kharusi,

Bell,

Kasem

2023

Entrep Educ

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The delivery of entrepreneurship education can present a challenge for educators unfamiliar with entrepreneurship and the entrepreneurial process in practice. It is not uncommon for educators to be pushed toward teaching entrepreneurship, despite having limited or no personal experience of entrepreneurship. This is commonly the case in Oman, which has introduced mandatory entrepreneurship classes for all higher education students as a part of the Oman 2040 vision, which seeks to increase the level of entrepreneurship within the country. Arising from this, there is the potential for a disconnect between educators’ discourse and conceptualization of entrepreneurship in their teaching practice and the actual practice of entrepreneurship. This research explores how Omani educators conceptualize entrepreneurship in their delivery of entrepreneurship education, through 80 hours of ethnographic observation of two mandatory online entrepreneurship education classes in Oman, delivered during the COVID-19 pandemic. The findings highlight that the educators conceptualized entrepreneurship as the process of business creation, a central pillar of economic growth, a linear process, and as a career. These conceptualizations underpin a classical and narrow view of entrepreneurship. Identifying educators’ conceptualization and understanding of entrepreneurship within their teaching practice can highlight potential misalignment between entrepreneurship as it is taught, and how it is practiced.

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Entrepreneurship education in higher education (2002–2022): A technology-empowered systematic literature review

Anubhav,

Dwivedi,

Aashish

2024

The International Journal of Management Education

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Factors Influencing Entrepreneurship Educators’ Pedagogical Choices—A Configurational Approach

Cited by 4 publications

References 61 publications

Entrepreneurship educators: a configurational analysis of factors influencing pedagogical choices

Entrepreneurship educators: a configurational analysis of factors influencing pedagogical choices

Educators' conceptualization of entrepreneurship in Omani entrepreneurship education practice

Entrepreneurship education in higher education (2002–2022): A technology-empowered systematic literature review

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