Learning entrepreneurship from a constructivist perspective

Löbler, Helge

doi:10.1080/09537320500520460

Cited by 175 publications

(178 citation statements)

References 12 publications

Supporting

Mentioning

144

Contrasting

Unclassified

Order By: Relevance

“…The learner fulfils a central role with regards to the outcomes of EE (Löbler 2006;Mueller and Anderson 2014). The stock of previous experience affects an individual's ability to transform experiences into entrepreneurial knowledge (Marvel, Davis, and Sproul 2016;Politis 2005).…”

Section: Individual's Backgroundmentioning

confidence: 99%

“…Rather than imparting knowledge, teachers adjust their training in relation to their students' needs (Honig 2004;Mustar 2009). Many authors have emphasized that EE should adopt a learner-centred perspective, where students are encouraged to directly experience entrepreneurship in order to learn (Béchard and Grégoire 2005;Fletcher 2007;Löbler 2006). Through experiential learning, educators help students to develop the tacit knowledge, which entrepreneurs normally acquire from experience (Honig 2004;Walter and Dohse 2012) and that formal education may struggle to deliver (Politis 2005).…”

Section: Entrepreneurial Teaching Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

Entrepreneurial education and learning at universities: exploring multilevel contingencies

Hahn

Minola

Gils

et al. 2017

Entrepreneurship & Regional Development

127

106

View full text Add to dashboard Cite

Despite the worldwide increase in entrepreneurship education offered at universities, there is an ongoing debate whether and under which conditions this type of education contributes to students' entrepreneurial learning. Building on human capital theory, we hypothesize that the exposure to various entrepreneurship education initiatives has an inverted U-shaped relationship with entrepreneurial learning outcomes. We also argue that this relationship is moderated by the entrepreneurial experience of the students, the teaching pedagogy applied in entrepreneurial initiatives offered at the university and the prevalence of opportunity-driven entrepreneurship in the country. A multi-level analysis on a cross-country sample of 87,918 students resulting from GUESSS ('Global University Entrepreneurial Spirit Students' Survey') strongly confirms our hypotheses, and allows us to discuss implications for researchers, educators and policy makers with respect to the nature of entrepreneurial learning, the design of entrepreneurial education programs, as well as the contextual conditions that impact entrepreneurial learning outcomes.

show abstract

Section: Individual's Backgroundmentioning

confidence: 99%

Section: Entrepreneurial Teaching Pedagogymentioning

confidence: 99%

Entrepreneurial education and learning at universities: exploring multilevel contingencies

Hahn

Minola

Gils

et al. 2017

Entrepreneurship & Regional Development

127

106

View full text Add to dashboard Cite

show abstract

“…Constructivism learning theory bases its principles on aiding learning rather than controlling learning as is the case with behaviourism (Lober, 2006). This is especially relevant where the learning outcome is not predictable, which is potentially the case with entrepreneurship education.…”

Section: Constructivismmentioning

confidence: 99%

Complete Issue

Mogadime

2017

Brock Education Journal

View full text Add to dashboard Cite

The articles in this issue of Brock Education: A Journal of Educational Research and Practice feature innovative educational inquiries that are designed to explore answers to sets of problems that if better understood stand to improve the quality of educational experiences for both students and educators. For example, a theme consistent across the articles is commitment to sustained research inquiry. Albeit within a broad range of educational contexts. Nonetheless these research articles make known the fact that the educational issue they each tackle requires sustained inquiry to arrive at meaningful discovery that makes a difference.In their coauthored article, Savage and DiBiase highlight the negative psychosocial outcomes highly relationally aggressive female middle school students, so-called 'mean girls', face. Using a multistage statistical clustering procedure, the researchers identified a group of highly, yet almost exclusively, relationally aggressive female students. They then compared this group of students to a matched group of non-aggressive female students on a variety of behavioural, social, psychological and personality variables. The authors report that high levels of relational aggression in these female students, even in the absence of physical and verbal aggression, are correlated with numerous maladaptive behaviours, personality patterns and social functioning deficits. Savage and DiBiase discuss the possible interventions for this group of young women but caution a condition that should be met includes recognition on the part of the individual that the intervention is in their best interest. The implications of their research include a call for longitudinal studies to begin in early childhood and continue to adulthood to give an accurate picture regarding the stability of high levels of relational aggression.According to Lock et al, in the second article of this Brock Education Journal issue, coteaching holds many positive benefits for instructors in higher education. Supported by institutional funding for research design based on the Scholarship of Teaching Learning (SoTL) the team of instructors documented their investigation of coteaching a 'Nurse as Educator' course, over a period of two years. The notion was the instructors were to model their coteaching practices so nursing students could apply that understanding to their own co-teaching assignment. The train the trainer approach held possibilities for nursing instructors to grow professionally through critical dialogue with their colleagues regarding their own teaching practice. As the coauthors argue, "the strength of co-teaching informs educators' understanding of their own teaching practice and fosters a rediscovery of their passion for teaching." The inquiry produced four recommendations for practice and two implications for educational development and administration.In their coauthored contribution, featured as the third article, Portelance, Caron and Martineau examine collaboration between student teacher trainers, the cooperati...

show abstract

“…Kohler (1947) hypothesized that learning occurs when an individual has insight that shows a relationship between two distinct components of a larger system or problem. Thus as Lober (2006) suggested, the constructivist approach needs a special learning environment that has to be created by the teacher, who is not the governor of the student's learning process, but more so supports and facilitates learning from a student-centred point of view. From an entrepreneurial perspective this encourages a speculative approach to new venture development as high risks are involved at this stage; but the entrepreneur must be trained to spot and handle these opportunities as they arise.…”

Section: Constructivismmentioning

confidence: 99%