About
24
Publications
3,719
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Citations
Introduction
My research revolves around entrepreneurship education: the role of the entrepreneurship educator, the student-educator relationship and identity formation of both students and educators.
Additional affiliations
March 2015 - February 2019
Position
- PhD Student
Description
- My research investigates the relationship between students and educators primarily in a non-entrepreneurial and non-business education environment where the main objective is entrepreneurship education for the public sector
February 2013 - January 2024
Position
- Professor (Associate)
Description
- Teaching in Innovation/Entrepreneurship. International Coordinator; writing applications for participating in international programmes in relation to entrepreneurship. From 7. June 2015 Cooodinator of the network EkoTekNord: www.ekoteknord.nu
June 2008 - January 2013
Lillebælt Academy University of Applied Sciences
Position
- Professor (Assistant)
Description
- Teaching in Innovation, Entrepreneurship, HRM, Organisation & Management Development of new educations (A BA in Innovation and Entrepreneurship) Working with international projects
Education
September 1989 - March 1995
Publications
Publications (24)
Purpose
Entrepreneurial education (EE) has grown rapidly and become important for how we prepare future generations for work. However, a less addressed piece of the puzzle is: who is the entrepreneurial educator? In this paper, our aim draws upon Palmer’s (1998) idea of wholeness, where we seek to connect the two problem spaces of the role diversit...
Purpose
This study offers insights into how the entrepreneurship educator (EE) is legitimised in higher education.
Design/methodology/approach
This exploratory study is based on content analysis of 73 university programme specifications, 61 university strategies and 35 job advertisements. The study uses Suchman’s (1995) conceptualisation of organi...
A missing research focus in entrepreneurship education is the question of how student entrepreneurs learn through becoming part of the educational extracurricular incubator environment. In particular, how students can continue to develop their identities during their transition to and time in the new learning environment that the incubator represen...
Purpose
Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well underst...
The entrepreneurship educator plays a key role in entrepreneurship education (EE) with the responsibility to plan and execute its delivery. Though scarce, research on the topic underlines how educators evolve and interact in an environment full of other actors (Foliard, Le Pontois, Fayolle, & Diermann, 2019) and deliver teaching entrepreneurship fr...
This study explores the extent to which entrepreneurship education (EE) impacts individual political attributes at the level of the individual student. The rationale here is EE’s alignment with an emancipatory principle that can also be found in Critical Pedagogy (CP). This emancipatory principle resonates with the individual recognizing their plac...
Purpose
Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, th...
While student reflections is considered one of the key components in entrepreneurship education the term reflection is often widely perceived. Using Illeris we analyze data from two planned reflective "Pit Stop" workshops in an entrepreneurship course where the students reflected on the realization of ideas, educational settings and socio-cultural...
The meteoric rise of entrepreneurship education in higher education continues apace. This expansion has however only recently begun to elicit a more critical approach as to its nature and purpose. Using Critical Pedagogy, and specifically Freire's work, we compare aspects of Critical Pedagogy to Entrepreneurship Education drawing attention to five...
This mini track will focus on entrepreneurship education, a field of significant growth in entrepreneurship research. The track seeks to draw upon global perspectives for entrepreneurship education, in particular considering the interdisciplinary nature this education provides. After an initial period of fostering the entrepreneurial mindset, entre...
Entrepreneurship education is critical for developing the entrepreneurial skills of tomorrow’s entrepreneurs and leaders. In this paper, we aim to identify factors influencing entrepreneurship educators’ pedagogical choices, in particular, factors influencing their preferences to become either a teacher-centric or a student-centric educator. Our an...
Adopting Suchman’s (1995) conceptualisation of legitimacy within organisations, this study seeks to understand firstly, how entrepreneurship education itself has been legitimised, secondly, how entrepreneurship educators are legitimised, and lastly, how pedagogical approaches in EE are legitimised. The theoretical framework for the paper distinguis...
The purpose of this chapter is to discuss the relationship and interaction between the educator and the undergraduate student using the entrepreneurial learning space as a scene for student identity development. The context is entrepreneurship education where research is rather diverse. To date, the dominant focus concerning entrepreneurial pedagog...
This mini track will focus on entrepreneurship education, a field of significant growth in entrepreneurship research. The track seeks to draw upon global perspectives for entrepreneurship education, in particular considering the interdisciplinary nature this education provides. After an initial period of fostering the entrepreneurial mindset, entre...
Significant research explores effectiveness of entrepreneurial curriculum, teaching innovations and programs, but less often studied is the role of entrepreneurship educators. The way that the educator sees his or her role relative to the students is of critical importance because this directly influences pedagogy choices, expectations for students...
Reflection is a key component of learning. However, getting students to reflect critically and in-depth can present a challenge. In this exploratory study we show how using reflective video clips can trigger and support reflection in entrepreneurship education. Data from 77 reflective video clips from a cohort of BA students in Denmark and Finland...
Purpose
Explores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.
Design/methodology/approach
The paper uses an adapted version of Jones and Matlay's (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator's role. In-depth i...
This paper introduces a new way of assessing entrepreneurial learning in entrepreneurship education from the student perspective. We inductively study how self-assessment through a reflective task using video-clips can trigger and instill entrepreneurial thinking and learning about entrepreneurship among business and non-business students at higher...
This paper investigates how all actors in an entrepreneurship education ecosystem learn and gain entrepreneurial knowledge. For that purpose, a new conceptual framework for understanding the dialogic relationship between stakeholders is presented. Furthermore, the paper establishes a link between entrepreneurship education and entrepreneurial ecosy...
Research has indicated that co-creative educational processes in entrepreneurship education (EE) foster the development of both entrepreneurial skills and skills needed in the studies as well as a broadened perspective among the students in general. We state that to succeed with this the self-reflectiveness is a necessary component. The purpose of...
Entrepreneurship education is often connected with teaching entrepreneurship for business students at Higher Education Institutions (HEIs). This case is contrary; how to teach entrepreneurship at an elective unit for students doing a bachelor degree in public administration in Denmark, thus the term non-business students. The challenge is how to en...
Questions
Question (1)
I am filming interviews that I am doing with entrepreneurship educators. I have chosen to film these interviews as the respondents are asked to do some interactive reflection exercises as a part of the interview. My question is whether these recordings should be transcribed in the traditional way or if the recordings are enough? I can't seem to find a clear answer and knowing that there are none, I would still like some kind of indication of what is the 'right' thing to do.
Also, any literature that can support it?
