Theorising Undergraduate Entrepreneurship Education : Reflections on the Development of the Entrepreneurial Mindset

This book engages ongoing debates about the nature, manifestation and purpose of entrepreneurship education (EE). It presents theoretical and practical perspectives on the challenges and opportunities that entrepreneurship educators face globally to equip undergraduate students with entrepreneurial skills, and more generally, develop their entrepreneurial mindsets and capabilities taking advantage of programmes and curricula available in their ecosystem. Divided into three sections, the chapters, written by recognized experts, deliver distinctive approaches to undergraduate EE, an analysis of entrepreneurial mindset-building perspectives, and cases and proposals of undergraduate entrepreneurship programs that go beyond the traditional higher education milieu. This volume provides entrepreneurship educators with a voice to explain how they participate in the topic of entrepreneurship, how undergraduate students engage and respond to EE, and how institutional frameworks for EE, and more generally the entrepreneurship education ecosystem, support undergraduate EE. Guillermo J. Larios-Hernandez is Associate Professor and coordinator of the university entrepreneurship centre at Universidad Anahuac Mexico. Andreas Walmsley is Associate Professor of business at Plymouth Marjon University, UK. Itzel Lopez-Castro is Associate Professor and the entrepreneurship coordinator (south campus) at Universidad Anahuac Mexico Contents List of Contributors List of Figures List of Tables Introduction: The ‘Why’, the ‘What’ and the ‘How’ of Entrepreneurship Education References Distinctive Approaches to Undergraduate Entrepreneurship Education Setting the Scene: The Student-Process-Educator Nexus in Entrepreneurship Education 1 Introduction 2 Understanding the Context in Entrepreneurship Education Presenting the Components of the Play Setting a Transformative Scene—The Educational Entrepreneurial Processes Entrepreneurship as the Scene for Student Identity Development Reflection as a Supporting Role to Student Identity Development The Framework and the Nexus Between the Actors in EE 3 Putting the Framework into Play 4 Conclusion References Guiding the First-Year Student Entrepreneur: A Conceptual Map to Nudge Towards the Reversal Effect in Learning 1 Introduction 2 Streams of Literature Emergent Adult and the First-Year Student 3 Cognitive Load Theory 4 Entrepreneurship Education—What Do We Know About Undergraduate Studies? 5 Odigogy—An Intermediary Phase for Meeting the Emerging Adult 6 A Conceptual Map to Nudge First-Year Students Towards the Reversal Effect 7 Concluding Thoughts and Implications References Teaching Entrepreneurship to Undergraduates: A Vygotskian Perspective 1 Introduction 2 The Basics of the Vygotskian Theory 3 Vygotskyan Concepts in Entrepreneurship Education 4 Case Studies An Activity Based on Pareto’s 80/20 Principle: The Appropriation of Entrepreneurial Tools and Concepts Course on Social Entrepreneurship for Social Educators: Towards Innovation Through Double Stimulation 5 Conclusions References The Elusive Role of Play in Entrepreneurship Education 1 Introduction 2 Play in Early Learning and Development 3 Play in Adult Learning and Higher Education 4 The State of Play in Entrepreneurship Education 5 Toward a More Playful Teaching Philosophy in Entrepreneurship Education Guiding Principles Desired Student Outcomes 6 Escalation and Examples of Play in an Entrepreneurship Classroom Symbolic Play and “The Paper Shirt” (from the Portfolio of Heidi Neck) Exploratory Play and “The Word Hack” (from the Portfolio of Jeffrey Stamp) Exploratory Play and “The $10 Reality Check” (from the Portfolio of Doan Winkel) Construction Play and the “Ultimate Football League” (from the Portfolio of Elissa Grossman) 7 The Future of Play in Entrepreneurship Education References Conceptualising the Entrepreneurship Education and Employability Nexus 1 Introduction 2 Entrepreneurship Education 3 Employability and a Changing World of Work 4 The Entrepreneurship-Employability Nexus 5 Conclusion References Dual Learning Space in Undergraduate Entrepreneurship Education: A Framework Proposal 1 Introduction 2 Higher Education and Entrepreneurial Competencies 3 The Experiential Learning Space in UEE 4 Guiding HE Students Through Learning Spaces 5 A Framework Proposal for UEE 6 Conclusion References Impacting the Mindset of the Undergraduate What Do We Talk About When We Talk About Entrepreneurial Mindset Training? 1 Introduction 2 To What Are We Referring When We Talk About Entrepreneurial Mindset (EM)? 3 How Can Entrepreneurial Mindset Training Complement Existing Undergraduate Entrepreneurial Education? 4 How Can We Extend Entrepreneurial Mindset Training? 5 Individual Level Mindsets to Grapple with Mistakes, Setbacks and Failures 6 Interpersonal Level Mindsets to Engage with Stakeholders in the Entrepreneurial Process References Supporting Students and Society: Underpinning Entrepreneurship Education with a Humanistic Philosophy 1 The Role of Philosophy in Education 2 Behaviourism and Constructivism 3 Humanism and Entrepreneurship Education The Focus of Learning Within Humanism The Potential for Humanistic Learning Environments to Develop Essential Entrepreneurial Skills 4 Applying Humanism in the Entrepreneurship Classroom References Success Through Failure: Towards a Problem-Based Approach to Entrepreneurship Education 1 Introduction 2 Literature Review Process-Based Learning Problem-Based Learning Entrepreneurship Process 3 Entrepreneurial Learning 4 Discussion 5 Conclusion References Exploring the Professional Identity and Career Trajectories of Undergraduates on a Team-Based, Experiential Degree Programme 1 Entrepreneurship Education and the Team Academy Approach 2 Pedagogies That Support Entrepreneurial Learning 3 Professional and Entrepreneurial Identity 4 Methodology Stage 1—Documentary Analysis of Final year Team Entrepreneurs’ Learning Contract Assignments Stage 2—Analysis of Destinations of Leavers of Higher Education Data for the Programme Stage 3—Online Questionnaire with Graduates of the Team Entrepreneurship Programme Stage 4—Semi-Structured Interviews with Team Entrepreneurship Graduates and Final year Team Entrepreneurs 5 Findings Professional and Entrepreneurial Identity Values-Driven Identities Self-Motivation Team/Community Identity Entrepreneurial Identity Career Decision-Making and Career Trajectories 6 Conclusion Appendix References Delivering Entrepreneurship Education for Would-Be and Existing Small Business Entrepreneurs 1 Distinctiveness of Small Business 2 Use of Personal Construct Theory in Understanding and Supporting Small Business The Highly Complex Nature of Small Business Strategic Learning Effective Strategic Control in Entrepreneurial Small Businesses—Our Research Findings 3 Drawing on the Parameters of PCT to Facilitate Entrepreneurship Education Personal Construct Theory in Finer Detail The Finer Detail of the Key Parameters of Kelly’s (1955) Theory 4 Implications for Entrepreneurship Education Provision 5 Example Reflective and Meaning-Eliciting Tools 6 Conclusion References Pedagogy and Andragogy, a Shared Approach to Education in Entrepreneurship for Students in Higher Education 1 Introduction 2 Profiling of the Student Entrepreneur in Higher Education 3 A Shared Approach: Pedagogy and Andragogy in Entrepreneurship Education 4 The Process of Teaching Entrepreneurship in Higher Education 5 A Framework for the Dual Approach in Entrepreneurship Education 6 Conclusion References Ecosystem experiences in UEE Innovative Educators: The State of Undergraduate Entrepreneurship Education in the United States 1 Introduction 2 Curricular Programs Highlighted Programs Courses Exercises Cases Training Faculty 3 Co-curricular Programs 4 Outcomes 5 Conclusion References Ecosystem Engagement in Entrepreneurship Education: A View from Sri Lanka 1 Introduction 2 Where Did It Begin? 3 What Is Known? Variety of Stakeholders Type of Relationships Levels of Involvement Roles of Stakeholders Points of Engagement Methods of Collaboration 4 Where Is the Context? 5 What Did Stakeholders Say? Entrepreneurship Curriculum Adapting Pedagogical Practices Assessment and Evaluations 6 Where to from Here? Theoretical Contribution Practical Contribution 7 Conclusion References University-Based Entrepreneurship Ecosystems: The Role of the Sustainable Family Business Theory and Entrepreneurship Education 1 Introduction 2 The Sustainable Family Business Theory 3 University-Based Entrepreneurship Ecosystems (U-BEEs) 4 Entrepreneurship Education 5 Toward a New Conceptualisation of U-BEEs Based-on SFBT 6 Conclusions References Digital Skills and Entrepreneurial Education in Malaysia: Evidence from Experiential Learning 1 Introduction 2 Experiential Learning 3 Digital Literacy 4 Digital Literacy and Challenges in Entrepreneurship Education 5 Methods Case Study: UMT Entrepreneurship Education Participants Measures 6 Results Entrepreneurial and Digital Business Knowledge Career Aspiration and Entrepreneurial Intention with Experiential Learning The Perceived Value of the Experiential Learning Process 7 Conclusion References Experiential Learning in Online Entrepreneurship Education: Lessons from an Undergraduate Entrepreneurship Course 1 Introduction 2 Literature Review Experiential Learning Theory Experiential Learning in Entrepreneurship Education 3 Methodology 4 Results Online Lecture Online Discussion Forums Self-Assessment Exercise Creativity Exercise Resource Mobilisation Exercise 5 Discussion of Findings A Model of Online Experiential Learning as Physical Involvement and Cognitive Involvement 6 Conclusions References Conclusion: Entrepreneurship Education for an Undergraduate Audience—A Review and Future Directions References Index