Abstract
Despite mounting interest in entrepreneurship education (EE), innovative approaches such as multimedia, web-based toolkits including entrepreneurial storytelling have been largely ignored in the EE discipline. Therefore, this conceptual contribution introduces eight propositions as a fruitful basis for assessing a 'learning-through-real-multimedia-entrepreneurial-narratives' pedagogical approach. These recommendations prepare the grounds for a future, empirical investigation of this currently under-researched topic, which could be essential for multiple domains including academic, business and society.
Highlights
Because researchers are becoming increasingly interested in entrepreneurship education (EE) this emerging, multidisciplinary topic has been progressing with more high-quality reviews (Rasmussen, 2011; Lorz et al, 2013)
Based on Kirzner’s (1973, 1979, 1997) work regarding cognition theory and efforts by McMullen and Shepherd (2006), Tang et al (2012) elaborated a reliable and valid model with three diverse elements of awareness including scanning and searching, relationship and connection, and evaluation and judgment. Given that this alertness scale can serve as a central indicator for effective EE, we propose the following: Proposition 4 Multimedia entrepreneurial narratives support individuals in facilitating their entrepreneurial alertness related to opportunities
With respect to recommendations by Lorz et al (2013), essential elements have been discussed in this conceptual paper as a basis for the future measurement of real entrepreneur narratives as an awareness-raising toolkit using multimedia
Summary
Because researchers are becoming increasingly interested in entrepreneurship education (EE) this emerging, multidisciplinary topic has been progressing with more high-quality reviews (Rasmussen, 2011; Lorz et al, 2013). In line with this theory, EE has become continuously subject to a shift towards a more action-oriented, educational approach This reallocation is based on a consensus in EE research that entrepreneurship is best imparted by using experimental, pedagogical tools (e.g., Fayolle et al, 2006; Noyes and Deligiannidis, 2013; Mayer et al, 2014; Assudani and Kilbourne, 2015). In light of this situation, this paper draws attention to the following research question: Do multimedia entrepreneurial stories constitute an appropriate teaching tool to change perceptions towards entrepreneurship in a positive way?. A critical discussion will conclude this conceptual paper by taking due account of the limitations and practical and theoretical implications of the framework as well as making recommendations for future research
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