New venture creation as a learning agenda: experiences, reflections and implications from running a venture creation programme

Morland, Leigh; Thompson, John L.

doi:10.4337/9781784719166.00017

Cited by 5 publications

(12 citation statements)

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“…While previous work has outlined many general characteristics of VCPs in considerable detail (for some recent examples, see Adams 2016;Bozward and Rogers-Draycott 2017;Lockyer and Adams 2014;Morland and Thompson 2016), this chapter focuses specifically on assessment practices of VCPs. If a VCP constitutes one of the most extreme forms of experiential entrepreneurship education, it should be possible to gain new insights about assessment of experiential education from studying assessment practices at VCPs more in-depth.…”

Section: Introductionmentioning

confidence: 99%

Assessing Experiential Entrepreneurship Education: Key Insights from Five Methods in Use at a Venture Creation Programme

Lackéus

Middleton

2018

Experiential Learning for Entrepreneurship

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Section: Introductionmentioning

confidence: 99%

Assessing Experiential Entrepreneurship Education: Key Insights from Five Methods in Use at a Venture Creation Programme

Lackéus

Middleton

2018

Experiential Learning for Entrepreneurship

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“…Students reported that the VCPs they were studying on were less practical than they expected them to be. From a provider point of view, VCPs do include a more practical focus than traditional business-related degrees and the focus on practice is arguably justified (Morland and Thompson, 2016). There may be a gap, however, between the ways in which providers, applicants and students perceive and interpret the course and the terms used to promote it.…”

Section: Location Of Vcp Studiedmentioning

confidence: 99%

“…VCPs certainly offer an applied, experiential approach to learning, but they are few in number (Larsen and Holtan Laks a, 2021), and although there is a suggestion in the literature that they have a positive impact on students (Bozward and Rogers-Draycott, 2020) ultimately, there is limited supporting evidence (Lack eus and Williams Haneberg et al, 2019). In addition to this, questions pervade regarding the best ways to structure these courses (Morland and Thompson, 2016;Bozward and Rogers-Draycott, 2020;Lack eus, 2020), the student characteristics and institutional context of VCPs (Bell, 2020), and the factors which are critical to their success (Aadland and Aaboen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Full curriculum-based venture creation programmes: current knowledge and research challenges

Smith

Rogers-Draycott

Bozward

2022

IJEBR

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PurposeFull curriculum-based Venture Creation Programmes (VCPs) are a relatively new and potentially underutilised form of degree programme in which students explore the on-going creation of a new venture as a primary aspect of their formal study. The highly experiential nature of VCPs has the potential to meet the calls of researchers and policymakers for students to actively participate in and control their own learning for enterprise and entrepreneurship. However, research into VCP's remains limited which constrains their development. The purpose of this paper is, therefore, to review the literature surrounding VCPs in order to investigate the current research and explore areas for further study to support the development of these courses.Design/methodology/approachA systematic literature review was conducted in order to find and explore literature around VCPs, defined here as credit-bearing whole programmes of study, focused on learning for entrepreneurship, with the creation of a real-life business venture as an integral part of the learning experience, on which completion of the programme is dependent. First, academic literature published in peer-reviewed journals was collected through a systematic search. In parallel with this, academic colleagues working in this space were contacted for recommendations of literature and for information on work in progress. This led to additional emerging work being discovered that is primarily being presented at conferences. A further general Internet search was conducted to find non-academic information, reports and literature relating to VCP practice.FindingsFour themes were explored covering the entire student journey (1) application and recruitment; (2) teaching, learning and assessment; (3) development of entrepreneurial identity; and (4) entrepreneurial outcomes. The literature presented in the paper suggests that VCPs can meet calls to provide an innovative curriculum based on experiential learning principles. VCPs can provide a positive learning experience in addition to leading to actual business start-up during the degree or after graduation.Originality/valueThis paper presents a comprehensive review of literature focusing on VCPs. Recommendations are made for further research. A key question remains: if full VCPs have the potential to enhance learning, produce positive business outcomes, and address policy calls, why are there so few known VCPs at universities around the world?

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“…La literatura sugiere que la educación emprendedora debe basarse en pedagogías activas, aprendiendo haciendo, más que en pedagogías pasivas, basadas en libros y lecciones magistrales. Sin embargo, existen diferencias significativas entre programas de aprendizaje activos, donde se puede conocer o predecir el contexto de la práctica, y programas para la creación de empresas, donde los estudiantes van conociendo su contexto a medida que se crea la nueva empresa (Morland y Thompson, 2016;Nabi et alii, 2017).…”

Section: La Formación En Emprendimientounclassified

Una propuesta didáctica para la creación de microempresas. La Escuela para Emprender

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2020

RIO

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La importancia de las microempresas para el éxito económico y social de cualquier comunidad es innegable a tenor de los datos ofrecidos por distintos observatorios económicos, como el Global Entrepreneurship Monitor. Sin embargo, este observatorio también pone de manifiesto las elevadas tasas de fracaso empresarial relacionadas con este tipo particular de emprendimiento. Este trabajo considera que, al igual que otros tipos de emprendimiento, el éxito de los microemprendimientos está vinculado a la capacidad del empresario para generar capacidades dinámicas de adaptación en sus iniciativas empresariales. Estas capacidades tienen su origen en los procesos previos a la creación de su microempresa que desarrolla el futuro emprendedor, otorgando a los procesos de formación en emprendimiento un papel fundamental para el éxito de las microempresas. En este artículo no solamente se argumenta la importancia de la formación en emprendimiento, sino también de la metodología didáctica utilizada; metodología que debe contribuir al desarrollo de la habilidad de reevaluación del emprendedor. De hecho, la habilidad de reevaluación tiene una influencia significativa en el desarrollo de la capacidad dinámica de adaptación. En este sentido, las metodologías didácticas basadas en la experimentación de procesos que permitan diseñar, validar, medir y aprender del mercado facilitan en los emprendedores el desarrollo de la habilidad de reevaluación. Al mismo tiempo, este artículo presenta el caso de la Escuela para Emprender como un buen ejemplo de aplicación de una metodología didáctica basada en los principios señalados. En la Escuela para Emprender se ha diseñado una metodología didáctica específica y adaptada a las necesidades de los microemprendedores, la cual les ayuda a concretar la oportunidad de negocio en la que basan su microemprendimiento. Asimismo, dicha metodología les permite elaborar la mejor estrategia para trasladar dicha oportunidad al mercado. Finalmente, en este artículo se presentan los principales resultados obtenidos de la puesta en marcha de la Escuela para Emprender en sus dos primeras ediciones. De estos resultados puede deducirse que la metodología didáctica en la que está inspirada no solamente contribuye al desarrollo de la habilidad de reevaluación de los emprendedores, sino también a su intención de crear la empresa. Estos resultados refuerzan la importancia de la educación en emprendimiento, especialmente cuando esta contribuye al desarrollo de la habilidad de reevaluación del emprendedor. En este sentido, estos resultados permiten desarrollar la literatura en educación emprendedora, principalmente centrada en analizar su influencia en la intención para emprender y menos en el desarrollo de habilidades transversales como la habilidad de reevaluación.

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New venture creation as a learning agenda: experiences, reflections and implications from running a venture creation programme

Cited by 5 publications

References 0 publications

Assessing Experiential Entrepreneurship Education: Key Insights from Five Methods in Use at a Venture Creation Programme

Assessing Experiential Entrepreneurship Education: Key Insights from Five Methods in Use at a Venture Creation Programme

Full curriculum-based venture creation programmes: current knowledge and research challenges

Una propuesta didáctica para la creación de microempresas. La Escuela para Emprender

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