Who Is the Student Entrepreneur? Understanding the Emergent Adult through the Pedagogy and Andragogy Interplay

Hägg, Gustav; Kurczewska, Agnieszka

doi:10.1111/jsbm.12496

Cited by 51 publications

(61 citation statements)

References 89 publications

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“…Literature evaluating extracurricular enterprise activities in enhancing students' learning capabilities remains nascent (Padilla-Angulo, 2017), as is examining entrepreneurial learning from a student perspective (Pittaway and Cope, 2007a;Politis et al, 2010;Mueller and Anderson, 2014). Hägg and Kurczewska (2018) noted students' entrepreneurial learning processes are often different from entrepreneurs. Therefore, it is important to understand how learning processes differ and the mechanisms that enhance them (Thrane et al, 2016).…”

Section: Entrepreneurship Education Defined As "The Application Of Enterprise Behaviours Attributesmentioning

confidence: 99%

Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

Preedy

Jones

Maas

et al. 2020

JSBED

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PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

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Section: Entrepreneurship Education Defined As "The Application Of Enterprise Behaviours Attributesmentioning

confidence: 99%

Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

Preedy

Jones

Maas

et al. 2020

JSBED

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“…This is one of the important issues that needs to be addressed when translating and also adopting findings from how practicing entrepreneurs behave into the educational setting (see Gu¨nzel-Jensen & Robinson, 2017). Effectuation is primarily based on understanding the logical chain of action undertaken by expert entrepreneurs, while to a large extent, learners in the educational setting are novices due to their lack of entrepreneurial experience (Gu¨nzel-Jensen & Robinson, 2017;Ha¨gg & Kurczewska, 2019).…”

Section: Pragmatic View On Truth and Knowledgementioning

confidence: 99%

Toward a Learning Philosophy Based on Experience in Entrepreneurship Education

Hägg

Kurczewska

2019

Entrepreneurship Education and Pedagogy

Self Cite

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If experience is the guiding light in entrepreneurship education, then why is there so little mention of a philosophy of experience? This article aims to illuminate the philosophical foundations upon which entrepreneurship education rests by discussing learning through experience. In particular, we discuss the concept of experience used in educational research and learning activities for fostering knowledge development in entrepreneurship education. To illustrate our discussion, we develop a diagram that addresses primary and secondary experience and its interplay as well as a model that further illustrates how educative entrepreneurial experience could be researched through the empirical phenomenology. We suggest that although entrepreneurship is currently positioned as an experiential subject in academia, the theoretical and philosophical roots of experience in learning have not been fully addressed, leading to a deficit in our understanding of how knowledge is derived from experience, and how experience may differ depending on its philosophical underpinnings.

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“…Practical aspects of the preparation of andragogues are revealed through the prism of the necessary competencies of an adult education specialist (Carter, Solberg & Solberg, 2017) and the system of relevant requirements for his personal qualities (Bugreeva, 2019), features of pedagogical and andragogical approaches in adult learning (Hägg & Kurczewska, 2019). As revealed in an article by Yezhova, Pashkevich & Manoilenko (2018), the world's leading fashion education institutions offer short and complete training courses in fashion design for adults with experience in the fashion industry or related industries.…”

Section: Literature Reviewmentioning

confidence: 99%

Training an Andragogue as a Specialist in Adult Education

Labinska

Дубасенюк

Orosz

et al. 2020

RREM

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The problem of adult education is actualized in the context of today, due to the introduction of continuing education and the need for lifelong learning. One of the priorities of education is always relevant to the preparation and development of the staffing potential of the education system, including adult education. The leading specialist in this field is andragogue as a specialist in training, counseling, providing social assistance and performing organizational and managerial functions in the adult environment. The relevance and demand for the training of andragogues is conditioned by the growing influence of education on the course of socioeconomic , political, and cultural development of the world community. In order to find out the real state of andragogue preparation in Ukraine, the authors developed and tested a questionnaire of online adult education experts using the Google form. The results of the study show that representatives of state institutions, non-governmental organizations and public associations have enough scientific and practically oriented experience in the field of adult education. Their activities are centered around providing adult education and counseling services to careers, mobility, retraining and life trajectory design. The need for training andragogues as specialists in the field of adult education capable of effectively organizing the adult learning process has been identified. Respondents identified significant personal qualities of the andragogue: organizational and communicative abilities, broad outlook, emotional stability, availability of analytical, prognostic and project skills and cognitive activity.

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Who Is the Student Entrepreneur? Understanding the Emergent Adult through the Pedagogy and Andragogy Interplay

Cited by 51 publications

References 89 publications

Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

Toward a Learning Philosophy Based on Experience in Entrepreneurship Education

Training an Andragogue as a Specialist in Adult Education

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