Pedagogical Approaches to Responsible Entrepreneurship Education

Abstract

This article explores innovations in and pedagogical approaches to Responsible Entrepreneurship Education (REE), with a specific focus on how to advance responsible entrepreneurial competencies (“know-how”) and entrepreneurial practices (“know-that”). Consequently, this article proposes the “4Rs” framework (re-imagining, reconfiguring, reshaping, and reforming) to guide entrepreneurship educators’ actions. Firstly, it is necessary to “re-imagine” the intended and enacted curriculum to develop a contemporary awareness and knowledge of social and environmental enterprises. Secondly, it is essential to “reconfigure” teaching pedagogies to problematize the entrepreneurship environment and outer world. Thirdly, it is required for educators to “reshape” the attained curriculum with the stakeholders to offer learners co-curricular and extracurricular experiences. Finally, pedagogical “reforms” provide an opportunity to incorporate innovations into the discovery of new knowledge and paths of responsibilities. These pedagogical approaches support entrepreneurial learning as “processes” and entrepreneurship as a “process” aligned to the achievement of responsible entrepreneurial behavior.

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

“…Students who participate in entrepreneurship learning tend to have a greater intention to become entrepreneurs than students who do not participate in entrepreneurship learning. This finding corresponds with the findings of Igwe et al (2022), although the results show that there is no significant difference in entrepreneurial intentions of business students who participate in entrepreneurship education and students who do not, though this study reveals that the number of students who take entrepreneurship courses is slightly higher among those who do not participate. In contrast, Herman (2019) found that student participation in entrepreneurship education has no significant effect on students' entrepreneurship intentions.…”

“…Broadly speaking, the entrepreneurial process is divided into two phases, namely Phase 1, which represents the "know-how" learning process, and Phase 2, which represents the "practical process", which is directed at problem-solving and value creation (Igwe et al, 2022).…”

“…Phase 1, which represents the learning process, begins with awareness, analyzing and evaluating opportunities, and making new discoveries through formal (entrepreneurship education and work environment) or informal (family or social) learning. Meanwhile, Phase 2, which represents the practical process, involves problem solving, leadership, responsibility and value creation, the incorporation of creativity, and ideas, problem identification, innovation and practical action (Igwe et al, 2022) (see Figure 1). http://ijlter.org/index.php/ijlter Entrepreneurship as a process model is presented as a cycle of exploration, application, and evaluation of knowledge in entrepreneurship education.…”

“…http://ijlter.org/index.php/ijlter Entrepreneurship as a process model is presented as a cycle of exploration, application, and evaluation of knowledge in entrepreneurship education. However, in practice, it has been found that the model is not particularly effective (Igwe et al, 2022).…”

“…Entrepreneurship can be defined as any form of activity that involves the discovery, evaluation, and expansion of opportunities to create new ventures (Igwe et al, 2022), while entrepreneurship education can be described as an educational program or a single course that promotes the expansion of entrepreneurial knowledge and the development of entrepreneurial abilities to create and manage new ventures or businesses (Schuhmacher & Thieu, 2022). Therefore, what is needed in Indonesian education is to develop an educational model that can be applied from early education -from elementary school -to final education or undergraduate school level.…”