Entrepreneurship Education at the Crossroads: Challenging Taken-for-Granted Assumptions and Opening New Perspectives
Michela Loi
(1)
,
Alain Fayolle
(2, 1)
,
Marco van Gelderen
(3)
,
Elen Riot
(4)
,
Deema Refai
(5)
,
David Higgins
(6)
,
Radi Haloub
(7)
,
Marcus Alexandre Yshikawa Salusse
(8)
,
Erwan Lamy
,
Caroline Verzat
,
Fabrice Cavarretta
(9)
1
UniCa -
Università degli Studi di Cagliari = University of Cagliari
2 CERAG - Centre d'études et de recherches appliquées à la gestion
3 VU - Vrije Universiteit Amsterdam [Amsterdam]
4 REGARDS - Recherches en Économie Gestion AgroRessources Durabilité Santé- EA 6292
5 University of Leeds
6 University of Liverpool
7 University of Huddersfield
8 FGV-EAESP - Fundação Getúlio Vargas - Escola de Administração de Empresas de São Paulo = Fundação Getulio Vargas’s Sao Paulo School of Business Administration
9 ESSEC Business School
2 CERAG - Centre d'études et de recherches appliquées à la gestion
3 VU - Vrije Universiteit Amsterdam [Amsterdam]
4 REGARDS - Recherches en Économie Gestion AgroRessources Durabilité Santé- EA 6292
5 University of Leeds
6 University of Liverpool
7 University of Huddersfield
8 FGV-EAESP - Fundação Getúlio Vargas - Escola de Administração de Empresas de São Paulo = Fundação Getulio Vargas’s Sao Paulo School of Business Administration
9 ESSEC Business School
Michela Loi
- Fonction : Auteur
- PersonId : 1226025
- ORCID : 0000-0002-5358-5327
Marco van Gelderen
- Fonction : Auteur
- PersonId : 1226026
- ORCID : 0000-0001-5804-3087
Elen Riot
- Fonction : Auteur
- PersonId : 184534
- IdHAL : elen-riot
- ORCID : 0000-0003-4566-0996
- IdRef : 053490770
Erwan Lamy
- Fonction : Auteur
Caroline Verzat
- Fonction : Auteur
Fabrice Cavarretta
- Fonction : Auteur
- PersonId : 180729
- IdHAL : fabrice-cavarretta
- ORCID : 0000-0002-1230-199X
- IdRef : 135545714
Résumé
This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.
Domaines
Gestion et managementFormat du dépôt | Fichier |
---|---|
Type de dépôt | Article dans une revue |
Titre |
en
Entrepreneurship Education at the Crossroads: Challenging Taken-for-Granted Assumptions and Opening New Perspectives
|
Résumé |
en
This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.
|
Auteur(s) |
Michela Loi
1
, Alain Fayolle
2, 1
, Marco van Gelderen
3
, Elen Riot
4
, Deema Refai
5
, David Higgins
6
, Radi Haloub
7
, Marcus Alexandre Yshikawa Salusse
8
, Erwan Lamy
, Caroline Verzat
, Fabrice Cavarretta
9
1
UniCa -
Università degli Studi di Cagliari = University of Cagliari
( 204422 )
- Via Università, 40 - 09124 Cagliari
- Italie
2
CERAG -
Centre d'études et de recherches appliquées à la gestion
( 1043181 )
- 150, rue de la chimie - Domaine universitaire - 38400 Saint Martin d’Hères
- France
3
VU -
Vrije Universiteit Amsterdam [Amsterdam]
( 62433 )
- De Boelelaan 1105 1081 HV Amsterdam
- Pays-Bas
4
REGARDS -
Recherches en Économie Gestion AgroRessources Durabilité Santé- EA 6292
( 451480 )
- UFR des Sciences Economiques, Sociales et de Gestion - 57, bis rue Pierre Taittinger
51096 Reims Cedex
- France
5
University of Leeds
( 123346 )
- Woodhouse Lane, Leeds LS2 9JT
- Royaume-Uni
6
University of Liverpool
( 300660 )
- Liverpool L69 3BX, United Kingdom
- Royaume-Uni
7
University of Huddersfield
( 483403 )
- Royaume-Uni
8
FGV-EAESP -
Fundação Getúlio Vargas - Escola de Administração de Empresas de São Paulo = Fundação Getulio Vargas’s Sao Paulo School of Business Administration
( 173027 )
- Av. 9 de Julho, 2029 - Bela Vista - 01313-902 - São Paulo
- Brésil
9
ESSEC Business School
( 301020 )
- 1, avenue Bernard Hirsch
CS 50105 Cergy
95021 Cergy Pontoise Cedex
France
Tél : +33 (0)1 34 43 30 00
Fax : +33 (0)1 34 43 30 01
- France
|
Langue du document |
Anglais
|
Nom de la revue |
|
Volume |
31
|
Numéro |
2
|
Page/Identifiant |
123-134
|
Date de publication |
2022-04
|
Audience |
Internationale
|
Vulgarisation |
Non
|
Comité de lecture |
Oui
|
Licence |
Paternité
|
Domaine(s) |
|
DOI | 10.1177/10564926211042222 |
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