Živeti i učiti - učenje kroz praksu putem preduzetničkog obrazovanja

Thea Tselepis,Cecile Nieuwenhuizen,Chris Schachtebeck

doi:10.5937/inovacije2102012t

Abstract

The aim of this paper is to propose a matrix that could guide the approaches to entrepreneurship education at tertiary level bearing in mind binary constructs such as theory-led learning versus practice-led learning, as well as different contexts such as entrepreneurship in a formal programme versus entrepreneurship in a module only. A qualitative research approach was followed to compile the matrix, using data collected from 25 students who reflected on what an ideal programme or module could have entailed and what the most meaningful activities could be for such a programme or module. The matrix proposes some insightful approaches and activities that educators may consider when refining their module outcomes and assessments.

Highlights

Approaches to entrepreneurship education (EE), at tertiary level, have changed over the last decade
What follows are the findings relating to the reflection of the students regarding their expectations about their entrepreneurship education
It seems that the postmodern approaches to teaching through entrepreneurship can be applied in interdisciplinary programmes with a module on entrepreneurship, as well as in formal entrepreneurship programmes

Summary

Introduction

Approaches to entrepreneurship education (EE), at tertiary level, have changed over the last decade. The focus has shifted from facilitating structured and more predictive teaching methods and processes about entrepreneurship, to iterative and more flexible methods and processes through entrepreneurship (Daniel, 2016; Linton & Klinton, 2019; Nielsen & Christensen, 2014; Nielsen & Stovang, 2015). In this regard, modern approaches relating to entrepreneurship education can support learning for entrepreneurship or learning through entrepreneurship (Neck & Greene, 2011). The shift in thinking about how to approach teaching and learning practices in the discipline supports the development of skills that students should master for the 21st century (Ghafar, 2020)

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Conclusion