From pedagogy to andragogy: Assessing the impact of social entrepreneurship course syllabi on the Millennial learner

Abstract

Although course syllabi serve a variety of important roles in higher education contexts, they are largely overlooked in management education research. We propose that educators can influence the attitudes of learners toward their courses through the andragogical design of learner-centered syllabi, before they even meet with their students in class. We review social entrepreneurship syllabi from universities from around the world. Our findings demonstrate that, over time, there has been a move from instructor-oriented to more learner-centered teaching philosophies. Further, we demonstrate that educators can influence the attitudes of learners toward their courses before classes even begin. Implications for entrepreneurship education theory and practice are discussed.

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