Learner profile mapping: Stimulating autonomous motivation in entrepreneurship education

Abstract

Entrepreneurship education represents a popular area of contemporary study. Nonetheless, topical interest is heavily biased towards final outcomes, such as entrepreneurial intentions or ending motives to become an entrepreneur. In this regard, further development is needed to unearth the pedagogical processes that allow these perceived beneficial outcomes to emerge. The aim of this paper is to approach a commonly studied outcome variable – student motivation – from a novel perspective. An attempt is made towards its reframing as a processual construct that energises and directs effective engagement in learning itself. Contributing to the sharing of innovative pedagogical best practice and the linking of outcomes to methods of teaching, a way through which students’ motivation can be ignited and sustained is exposed. Specifically, an original approach towards increasing student autonomy is put forward and critiqued.

Tutor Support of the Educational Process to Increase the University Students’ Satisfaction with the Quality of Education

“…One of the key tasks of increasing the success of a student is the organization of a competently accompanied process of involving him in self-development [6,7]. This increases the motivation for learning and, as a result, has a positive effect on the quality of education, which is confirmed by many studies [7,8].…”

“…Universities that follow the path of progress, instead of the process of passive listening to Advances in Economics, Business and Management Research, volume 208 indisputable authorities, offer students the active formation of the concept of their own development and professional self-identification through new formats of training sessions, through the interaction of subjects of education [4,5]. One of the key tasks of increasing the success of a student is the organization of a competently accompanied process of involving him in self-development [6,7]. This increases the motivation for learning and, as a result, has a positive effect on the quality of education, which is confirmed by many studies [7,8].…”

Factors Influencing the Teaching Intention of Business College Teachers to Fulfill Digital Entrepreneurship Courses

“…Self-determination theory assumes a set of three basic psychological needs—autonomy, competence, and relatedness. It is believed that meeting these needs will lead to greater intrinsic motivation and expectation of positive results, affecting whether individual behavior will continue and whether this behavior can be internalized into the psychological state of an individual’s self-discipline ( Shir et al, 2019 ; Donaldson et al, 2021 ; Lu et al, 2021 ). For teaching activities of DDE, SDT can meet basic psychological needs and provide teachers with unique, meaningful backgrounds and opportunities related to new teaching methods, so that teachers can transform their work activities into more meaningful pursuits of their inherent growth and actively meet the need of their innate growth tendency ( Ryan and Deci, 2017 ; Al-Jubari et al, 2019 ).…”

“…Studies have considered SDT as the main pre-variables of teaching activities (perceptual autonomy, perceptual competence, and perceptual relatedness). Perceptual autonomy involves the mutual behavior happening when an actor promotes the intention and psychological needs of the receiver ( Oosterbeek et al, 2010 ; Al-Jubari, 2019 ; Al-Jubari et al, 2019 ; Chung and Lee, 2020 ; Donaldson et al, 2021 ). When teachers have a sense of autonomy in their behavior, they will be more likely to organize their own learning over the process of DEE activities, set up and pursue goals of medium-to-high difficulty, and use all of their resources, talents, interests, and energies as the source of independent motivation for learners ( Ryan and Deci, 2017 ; Baluku et al, 2018 ; Otache, 2019 ; Keyhani and Kim, 2020 ).…”

“…In the teaching process, teachers tend to have a greater sense of autonomy, a better problem solving ability, and a clearer sense of relatedness, with enhanced positive attitudes toward digital entrepreneurship teaching ( Ryan and Deci, 2017 ; Shir et al, 2019 ; Donaldson et al, 2021 ; Lu et al, 2021 ). The interdisciplinary nature and complex content of digital entrepreneurship can increase teaching content and the integration of technological tools into teaching activities.…”