The use of self-reflection for enhanced enterprise education: a case study

Abstract

PurposeA case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines.Design/methodology/approachEnterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education.FindingsResults suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration.Research limitations/implicationsFor the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area.Practical implicationsFor the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created.Originality/valueThis approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university.

Indian Female Non-Business Graduate Students’ Experience: Understanding of Commercial Acumen Skills and Relevance to Employment

“…The contradictory responses from students and alumni indicated that they were unclear of the theoretical de nition of commercial acumen; the perception is that it has value, but a fuller and clearer understanding of that value is realised when employed. This is supported in the literature [9] where relevance is seen as fundamental and key to the understanding of commercial acumen in taught courses. There is a perceived value in commercial acumen training, but the current taught content is unclear in how it de nes that value.…”

“…According to the Researcher Development Framework [29], employers in the science and engineering sectors seek a certain degree of commercial acumen skills in new employees. In this respect, [9] revealed that if EE is delivered relevant to the discipline of the students, a greater level of engagement is realised with the students. Having commercial acumen is very important to market innovation.…”

“…Further, to develop better teaching practices, it is crucial to research entrepreneurship teaching [9]. Therefore, the study would inform curriculum content such that learners may execute their best in their careers beyond graduation and be prepared for the employment market.…”

Entrenching the enterprise message through innovative incubators

“…In reflecting market need and business reality (Fetters et al, 2010;Culkin, 2013), the resultant approach now taken by universities involves a blend of academic practices, in providing optimal and timely EE (Clarke et al, 2020;Crammond, 2020). Modules and short courses, enterprise competitions partnering with external organisations, external engagement, and responding to national initiatives and programmes are all examples of formal and inclusive EE activity within universities.…”

Review of Entrepreneurship Education Literature in Educational Contexts: Bibliometric Analysis

“…The number of researchers approaching entrepreneurship education from an educational perspective is increasing (Brentnall, 2020;Clarke et al, 2020;Elo & Kurtén, 2020). Fellnhofer (2019) argues that there is a lot of retrospective research literature on entrepreneurship education, which makes it difficult to provide a general perspective.…”