Claiming the future of enterprise education

Colin P. A. Jones · Harry Z. Matlay · Kathryn Penaluna · Andy Penaluna

100 citations0/0 files storedEducation + Training

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Entrepreneurship Studies and Influences Vocational and Entrepreneurial Education Management and Marketing Education

Abstract

Purpose – The purpose of this paper is to highlight the importance of enterprise educators working collectively to develop a unique scholarship of teaching. The authors argue that the time is right for educators in this domain to secure the future of enterprise education. Acknowledging the debate between “entrepreneurship education” and “enterprise education,” the authors set out to develop a unification model through which educators can act collectively to demonstrate the leadership required to secure the autonomy of the domain. Design/methodology/approach – The authors bring several pertinent ideas (pedagogical content knowledge, heutagogy and academagogy) to the attention of academics/researchers involved in the design, development and delivery of enterprise education. The innovative approach to combine these ideas with prevailing thinking in this domain has facilitated a model for collective action. Findings – It is at the level of the shared philosophical positions that the authors can best cooperate to shape the future direction of enterprise education. The authors argue against dwelling upon how the authors differ in terms of context and process issues. Such matters can only fragment the theory and practice of enterprise education. The authors need to develop greater appreciation of shared philosophical positions and leverage this understanding into a unique scholarship of teaching, specific to enterprise education. Practical implications – As enterprise education becomes more global, it is also likely to become more attractive to business schools that long for a new positioning tool in the increasingly overcrowded markets that they compete in. Originality/value – This paper encourages enterprise educators to reflect upon the knowledge they hold of their own practice, and that of other enterprise educators.

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References

1986Those Who Understand: Knowledge Growth in Teaching 1992Scholarship Reconsidered: Priorities of the Professoriate 2000The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life 2006Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching 1997Measuring progress in entrepreneurship education 2008The impact of entrepreneurship education on entrepreneurial outcomes 2000From Andragogy to Heutagogy 2012Assessment: examining practice in entrepreneurship education

Cited by

2020Developing lifelong learning with heutagogy: contexts, critiques, and challenges 2018A signature pedagogy for entrepreneurship education 2019Expanding university entrepreneurial ecosystems to under-represented communities 2020Connecting the past with the present: the development of research on pedagogy in entrepreneurial education 2019The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy

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