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'Voicing the Voices Within': Writing OURSELVES into the Entrepreneurship Education Discourse
Abstract
"Voicing the Voices within: Writing OURSELVES into the Entrepreneurship Education Discourse", addresses a gap in entrepreneurship education research concerning the educators role and pedagogical practices. It explores the often-overlooked assumptions, ideologies, and entrenched beliefs within teaching, using Collaborative Auto-Ethnography (CAE) to collaboratively construct data and reveal the effects of grand narratives. This paper seeks to equip educators with a processual practice, enabling them to write about their experiences in accessible, relatable ways. Such reflexive introspection holds the capacity to articulate new understandings into how we represent ourselves, our learning and development (as teachers in the EE field).
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Entrepreneurship teachers (ETs) evolve in an environment where different categories of people interact: students, teachers and stakeholders. Assuming one or more identities or roles, teachers, practitioners, ex-entrepreneurs and/ or researchers are the ‘transmitters’1 of entrepreneurship education (EE). The question of recognition of teachers’ professional status is not always addressed
(Hargreaves, 2000). Scientific research in EE shows certain weaknesses (Byrne,
Fayolle, & Toutain, 2014; Fayolle, 2013), notably, a lack of interest in questions
of (i) the perceived legitimacy of ETs and (ii) the support they receive
in carrying out their work (particularly professional development). Taking a decidedly multidisciplinary perspective, this chapter aims to deal with the question of the perceived legitimacy of ETs using a literature review that covers all disciplines having shown an interest in the notion of teacher legitimacy. The legitimacy of EE depends on the interactions between legitimate instructors and legitimate students in a given context, which respects certain collectively accepted norms. It also depends on the context and the objective of EE. Following the example of a university hospital worker (doctor), ETs can be practitioners, teachers and researchers. Their degree of expertise, position in the institution, positioning in relation to other actors – students, peers, colleagues, institutional and professional stakeholders – and the discourse they use are the elements that constitute their legitimacy.
Purpose
The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience.
Design/methodology/approach
The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education.
Findings
The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning.
Practical implications
The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design.
Originality/value
This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.
Care is not an innate human capacity; rather, it is an organizational competence, a situated knowing that a group of professionals enact while attending to their everyday tasks. We propose a post-humanist practice approach to reading care as a matter of concern for those producing care and for society at large. Care is framed as a collective knowledgeable 'doing', it is not an object or a quality that is added to work; rather, it is 'caring', an ongoing sociomaterial accomplishment. Through an ethnography in a nursing home for the elderly, we describe: (a) how caring was collectively performed in keeping a common orientation, (b) how caring was inscribed in a texture of practices, and (c) how a technological change in nutrition practice mobilized ethics as practice in situated decision-making. Since natural nutrition is being increasingly replaced by artificial feeding, we describe how the collective and organizational ethic of care with tube feeding is talked about in practice, in a front-stage situation and in the back-stage one. In this process, the duality of care as a matter of concern and as the process of being concerned by caring becomes visible.
We came to collaborative autoethnography quite by accident. In this methodological paper, we consider our experiences as we embraced a new methodology, taught and researched collaboratively in an interdisciplinary space, and grappled with how we might nestle our work in a journal with no history of publishing autoethnographies—all while becoming awakened to critiques against and arguments for autoethnographic research. Our discussions are presented along with portions of our lengthy e-mail
correspondences written during our research process and center on two prominent facets of our research experience: interdisciplinarity and the research process. Entangled in our methodological unpacking, we highlight ‘‘Productive Tensions’’ that emerged from both our collaboration and reviewer feedback that is presented alongside our discussion. Through seeing these tensions as productive, we argue that embracing diverse perspectives can serve to strengthen the depth of engagement, quality, and potential impact of (collaborative) autoethnographic research.
http://ijq.sagepub.com/content/15/1/1609406916631758.full.pdf+html
This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education institutes for primary education. The questions in this narrative-biographical research are: 'How do these teacher educators develop from teacher to teacher educator and how is this development influenced by the recent developments in primary teacher education?' The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally. At the beginning of their careers they develop within their institutes; later they also look for ways to develop outside their institutes and play an increasingly significant role in the community of teacher educators.
Purpose
This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business start‐up and the new venture creation process.
Design/methodology/approach
Enterprise education is underpinned by experiential action learning that can be in, outside and away from the normal classroom environment. It can be delivered across a range of subject areas throughout different phases of education.
Findings
Enterprise and entrepreneurship education are perceived to be conflated terms that for many in the education and business communities mean much the same thing. Adopting an enterprise education approach allows greater pupil/student ownership of the learning process.
Practical implications
Enterprise education as pedagogy advocates an approach to teaching where specific learning outcomes differ across and between different educational phases and subject areas but which has a clear and coherent philosophical underpinning.
Originality/value
Enterprise education should not be equated solely with business, as it is a broader, deeper and richer concept. The theoretical import of the paper is in part a plea for a more rigorous, practically informed analysis of the different strands (pedagogy, entrepreneurship, citizenship and civic responsibility) that make up enterprise education. The paper also sets out the case for a more critical analysis of enterprise education.
Reflective practice has an allure that is seductive in nature because it rings true for most people as something useful and informing. However, for reflection to genuinely be a lens into the world of practice, it is important that the nature of reflection be identified in such a way as to offer ways of questioning taken-for-granted assumptions and encouraging one to see his or her practice through others’eyes. The relationship between time, experience, and expectations of learning through reflection is an important element of reflection, and to teach about reflection requires contextual anchors to make learning episodes meaningful. This article examines the nature of reflection and suggests how it might become effective reflective practice that can be developed and enhanced through teacher preparation programs.
Real Social Science presents a new, hands-on approach to social inquiry. The theoretical and methodological ideas behind the book, inspired by Aristotelian phronesis, represent an original perspective within the social sciences, and this volume gives readers for the first time a set of studies exemplifying what applied phronesis looks like in practice. The reflexive analysis of values and power gives new meaning to the impact of research on policy and practice. Real Social Science is a major step forward in a novel and thriving field of research. This book will benefit scholars, researchers and students who want to make a difference in practice, not just in the academy. Its message will make it essential reading for students and academics across the social sciences.
Purpose
The aim of this paper is to show how entrepreneurship education focuses on the teacher's learning and reflection and how, according to the data, undeveloped reflections impede the development of entrepreneurship education.
Design/methodology/approach
The data were collected through content typing in 2008 from 29 teachers at the basic, upper secondary and vocational educational levels. The focus is on self‐reflection – how and what teachers reflect on when writing about entrepreneurship education.
Findings
The teachers stress the need for coordination between subjects in developing a more entrepreneurially oriented working community. There appears to be confusion between aims and practices in entrepreneurship education: when asked to give the aims, the teachers describe the practices. Moreover, they “outsource” themselves but refer to aims from the pupils' perspective.
Research limitations/implications
This study only presents preliminary data from the project.
Practical implications/implications
The development of teacher learning in terms of reflection, which should be developed in their basic and in‐service training; the implementation of changes in the educational arena, such as curriculum reform, from the perspective of learning and reflection; and the connection between aims and results in the context of entrepreneurship education.
Originality/value
The approach taken to teacher learning and reflection in the context of entrepreneurship education has so far been an unexplored field of research. Moreover, our article highlights the crucial factor, the development of the teacher's learning, in the context of entrepreneurship education which, according to our results, has received far too little attention in the discourse on entrepreneuship education, and thus also in the strengthening of entrepreneurship. Our article introduces new trends for international research on entrepreneurship and entrepreneurship education, in which increasing attention should be paid to the learning processes of teachers and instructors.
The (growing) political, social and scientific attention to the moral aspects of teaching also concerns teacher education.This article reports an exploratory study into the preparation of student teachers for moral education. The designing of goals, program parts and teaching and learning methods for a part of the first year curriculum of a teacher education institute for primary education is described. Next the teacher educators who carried out the curriculum and the student teachers who participated in it, were asked whether they recognized the moral aspects of the curriculum as designed. Finally, we tested the effects of the curriculum on the learning of the student teachers, using a pre- and post- test. The results of the study evoke, among others, the conclusion that more attention is needed to the implicit and unplanned aspects of preparing students teachers for moral education.
Purpose
The paper seeks to illustrate the impact, a narrative based approach to learning in practice could have in relation to management education, where reflexive critiques may provide a platform for integrating more closely the appreciation/analysis of the nature of management development with the experiences of practice.
Design/methodology/approach
Collaborative ethnography seeks to connect the self with others and the social with context; it is a method which embraces the opportunity to understand/appreciate lived experience in moments of learning.
Findings
The use of storytelling as a method to aid reflexive dialogue forces the student to move away from their pre-existing assumptions and practices and provide them with the power and conviction to seek out and recognise new meaning and differing alternatives of practice. The implication of this position in terms of an educational agenda involves challenging the “self-conceptions” of what it means to be a “practitioner” (Alvesson and Willmott, 1992; Martin, 1992; Zubizarreta, 2004).
Practical implications
The authors argue that focus must be placed on methods through which learning resides in action. Recognising action in learning allows for the development of management education which re-directs thinking and conceptualising towards understanding the social tensions, complex relations and connections in the co-construction of knowing.
Social implications
The article has sought to exemplify how storytelling can contribute to professional and personal development in new and more enriched ways. This reflexive-style paper presented a perspective from which the writers' values and beliefs are informed, as opposed to making a claim for authenticity and authority in regards to the subject area.
Originality/value
The paper highlights the need to explore imaginative modes of management education practices (Hjorth et al. , 2018). Teaching students to simply tell stories is not the goal; rather, it is about sensitising students to the aesthetics of organising and the potential of approaching learning from sensuous and experimental perspectives.
Entrepreneurship education (EE) research is not advancing as fast as general entrepreneurship because it is not subject to the same level of scholarship. Grounded in the Scholarship of Teaching and Learning from the field of adult education and using an expert Delphi Panel approach, we offer a glimpse into the minds of top entrepreneurship educators. We suggest studying EE through a teaching lens offers insights and elevates teaching as a form of scholarship on par with traditional, more accepted forms of research. Our Delphi analysis suggests a definition of EE as developing the mindset, skill set, and practice necessary for starting new ventures, yet acknowledging the outcomes of such education are far reaching. We introduce five continuums of EE that encourage a transition to teaching approaches based on adult learning, namely andragogy and heutagogy. Implications for entrepreneurship educator training, the need for practice, and the future of EE research are discussed.
In this paper, I enact an ‘inquiry among the ruins’ of a collaborative feminist duoethnography. Through the process of exploring instances of failure, I aim to (re)think ‘collaborative’ research, feminist goals for collaborative research, and a space for such research in the academy. As I work the ruins of a duoethnography, I read failures as a series of paradoxical ‘betrayals’ in hopes of being ‘accountable to complexity’ so to open up spaces for new ways of theorizing and practicing collaborative feminist research.
This editorial discusses contemporary entrepreneurship education research and identifies the manner in which the three articles comprising this special issue contribute to advancing the theoretical and methodological foundations of the field. In so doing we seek to describe how and why entrepreneurship education research may struggle for legitimacy along with the complexities of working in this field. This special issue raises questions about entrepreneurship education research and, through the featured articles provides some responses. This special issue itself, however, is presented as part of an ongoing discussion about the nature and role of entrepreneurship education more widely and is intended to provoke further critical engagement and stimulate theoretical and methodological development.
Purpose – The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive
education rift.
Design/methodology/approach – The rift between traditional and progressive education is first
deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if
and how three entrepreneurial tools could contribute to bridging this rift; effectuation,
customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn
from this analysis.
Findings – Patterns in the analysis motivate the articulation of an overarching educational
philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable
of bridging the educational rift.
Research limitations/implications – Only three entrepreneurial tools are included in the
conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge
the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy
manifesting entrepreneurship could also need to be further contextualized in order to be useful in
education.
Practical implications – The tentatively new educational philosophy has been shown to be capable
of bridging five dualisms in education which are currently problematic for teachers in their daily
practice, and to remedy teacher challenges such as complexity, lack of resources, assessment
difficulties and student disengagement.
Originality/value – An educational philosophy grounded in entrepreneurship has arguably not been
proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond
learning-through to also emphasize creating-value-for-others. This could facilitate bridging between
traditional and progressive education, one of the most important challenges in education. It could also
be used to facilitate the infusion of entrepreneurship into general education.
Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of learning outcomes, analysing 159 published articles from 2004-2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Reconfirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely under-describe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasised directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mindset, focus on the impact indicators related to the intention-to-behaviour transition, and explore the reasons for some of the contradictory findings in impact studies including person-, context- and pedagogical model-specific moderators.
Since its first publication, Action Research: Principles and Practice has become a key text in its field. This new updated edition clearly describes and explains the practices of action research and its underlying values, and introduces important new ideas, including: • all professionals should be reflective practitioners; • they should produce their personal theories of practice to show how they are holding themselves accountable for their educational influences in learning; •the stories they produce become a new people's history of action research, with potential for influencing new futures. This new edition has expanded in scope, to contribute to diverse fields including professional development across the sectors and the disciplines. It considers the current field, including its problems as well as its considerable hopes and prospects for new thinking and practices. Now fully updated, this book contains: • A wealth of case-study material • New chapters on the educational significance of action research • An overview of methodological and ethical discussion The book is a valuable addition to the literature on research methods in education and nursing and healthcare, and professional education, and contributes to contemporary debates about the generation and dissemination of knowledge and its potential influence for wider social and environmental contexts. Practitioners across the professions who are planning action research in their own work settings will find this book a helpful introduction to the subject while those studying on higher degree courses will find it an indispensable resource.
Entrepreneurship education is growing worldwide, but key educational and didactical issues remain. What are we talking about when we talk about entrepreneurship education? What are we really doing when we teach or educate people in entrepreneurship, in terms of the nature and the impact of our interventions? What do we know about the appropriateness, the relevancy, the coherency, the social usefulness and the efficiency of our initiatives and practices in entrepreneurship education? Addressing these issues and challenges, this article suggests that at least two major evolutions might reinforce the future of entrepreneurship education. First, we need strong intellectual and conceptual foundations, drawing from the fields of entrepreneurship and education, to strengthen our entrepreneurship courses. And finally, we also need to deeply reflect on our practices, as researchers and educators, taking a more critical stance toward a too often adopted “taken for granted” position.
Do entrepreneurship education programs (EEPs) really influence participants’ attitudes and intention toward entrepreneurship? How is this influence related to past experience and how does it persist? Researchers and entrepreneurship education stakeholders alike have been looking into this question for quite a while, with a view to validating the efficacy of such programs. The authors of this paper propose to operationalize the concept of entrepreneurial intention and its antecedents in an attempt to address those issues. In particular, we propose an original research design where (1) we measure the initial state and persistence of the impact and not only short-term effects; (2) we deal with a compulsory program, allowing to avoid self-selection biases; and (3) we deal with an homogeneous “compact” program rather than programs combining multiple teaching components whose effects cannot be disentangled. Our main research results show that the positive effects of an EEP are all the more marked when previous entrepreneurial exposure has been weak or inexistent. Conversely, for those students who had previously significantly been exposed to entrepreneurship, the results highlight significant countereffects of the EEP on those participants.
Eventhough entrepreneurial education is quite a new phenomenon in higher education, as a field of inquiry it is one of the most rapidly growing areas of research. However, there is a widespread consensus that traditional pedagogical methods of learning alone are insufficient to adequately develop entrepreneurs to deal with the complexities of running and creating innovating business opportunities. There is a consensus that traditional pedagogical ‘instructional methods’ alone are insufficient to adequately develop entrepreneurs to deal with the complexities of running and creating business opportunities. As a consequence there is a growing need to cultivate innovative ways of thinking and new modes of pedagogy to fully enhance and develop entrepreneurial approaches to education and learning. It is argued that traditional approaches to entrepreneurial education tend to ignore, and not address, the ambiguities and uncertainties which surround the entrepreneurial process. The historical preoccupation with an individualistic approach to entrepreneurial learning has continued to marginalise and de-value the broader social context in which the entrepreneur functions. Current writing on entrepreneurial learning has shifted attention towards ‘learning for’ as opposed to ‘learning about’ entrepreneurship. The authors adopt a social constructionist perspective which draws recognition to the importance of inter-subjective knowledge exchange as a means of developing entrepreneurial learning. While there are numerous approaches to a social constructionist paradigm, the critical features of the perspective provide the manner by which ‘we’ come to experience the social world. The approach suggests developing a pedagogical approach which explores the social processes that constitute entrepreneurial undertakings and thus shifts the focus away from the traditional positivist approaches to entrepreneurial learning. The article seeks to contribute to a growing need to cultivate innovative ways of thinking, diverse skills and new modes of behaviour to fully enhance and develop entrepreneurial approaches to education. The article sets out to address this problem by examining the role reflexivity can play in entrepreneurial education, as a method of critiquing what it means to practice as an entrepreneur.
This article examines what we know about effective adolescent writing instruction and what we still need to know. What we know is established by bringing together the findings from three sources: a comprehensive meta-analysis of experimental and quasi-experimental studies (Graham & Perin, 200729.
Graham , S. and
Perin , D. 2007. Writing next: Effective strategies to improve writing of adolescents in middle and high school., Washington, DC: Alliance for Excellence in Education. View all references), a meta-analysis of single-subject design studies (conducted as part of this article), and an analysis of reoccurring themes from qualitative studies examining effective schools and teachers (conducted as part of this article). Recommendations for what we still need to know are linked to these three analyses but extend beyond them, specifying directions for future research and the need to contextualize research-based writing interventions.
This article explores the nature of self-study of teacher education practices by examining what self-study is and how it might be conducted and reported. In working through these ideas, the article makes an argument for the need for learning through self-study to be documented in ways that might not only be accessible to others but also meaningful for their practice in teaching about teaching. Although the term self-study suggests a singular and individual approach to researching practice, the reality is that self-studies are dramatically strengthened by drawing on alternative perspectives and reframing of situations, thus data, ideas, and input that necessitate moving beyond the self. Moving beyond the self also matters because a central purpose in self-study is uncovering deeper understandings of the relationship between teaching about teaching and learning about teaching. This article argues a need for these deeper understandings to be developed in ways that enhance an articulation of a pedagogy of teacher education.
Purpose
This paper seeks to focus on two questions. First, what value is created by entrepreneurship education? Second, how could any such value be created? The aim therefore is to go beyond any assumed notion that entrepreneurship education is beneficial to students in higher education, to question its underlying value.
Design/methodology/approach
A critical realist approach is used to discuss the ontological nature of entrepreneurship education. Specifically, the process through which enterprise knowledge is developed and used by students in higher education. This research is based on a single‐site case study at UTAS with the data collected by the author and complemented by other recent work that sought to empirically consider the notion of student value from entrepreneurship education within the same (UTAS) context.
Findings
The paper argues that students in higher education understand quite well the limitations of the knowledge they develop about entrepreneurship. That they (the educators) need to better understand the students' journeys so that they can better develop learning environments within which the students' personal development can be advanced.
Practical implications
The degree to which educators understand their limitations and the limitations of their students as potential entrepreneurs is critical to maximizing the likely value of entrepreneurship education in higher education.
Originality/value
The paper provides a unique way of understanding the process of learning to be entrepreneurial in higher education. As such it offers an alternative way to understand how educators can redefine their importance in the provision of entrepreneurship education. It also highlights the likely limitations of student advancement in the domain of entrepreneurship education in higher education.
Expertise of teachers has been the topic of many studies in the field of teacher education published in recent years. Less attention is, however, given to expertise of teacher educators; the focus of this study. The study examines the issue by discussing some of the literature on the subject, and by asking novice teachers and teacher educators about the characteristics of good teacher educators, the professional knowledge of teacher educators and the difference between the expertise of teacher educators and teachers. Findings indicate that even though there is much overlapping in the expertise of the two groups of professionals, there are also distinct differences of importance to the current discussion on standards and education for teacher educators.
Purpose
This paper aims to take stock of existing publications devoted to entrepreneurship education and assess the alignment existing between its generic objectives, target audience, teaching methods and impact indicators.
Design/methodology/approach
A semi‐systematic literature review is applied; using six thematically separated excel data collection spreadsheets. Datasheets were used in order to reduce the author's bias. A total of 108 articles are reviewed in stages and by categorizing in terms of educational objectives, target audiences, community outreach activities, applied teaching methods and impact indicators.
Findings
Scholars in this field of study, though differing in a number of definitive issues, are converging towards a single framework of entrepreneurship education. There is a shift from a start‐up view to an attitude‐changing perspective of entrepreneurship education. However, with a diversity of target groups, there is still a non‐alignment between what educators and other stakeholders wish to achieve in educating for entrepreneurship with the applied pedagogical approaches, and success indicators.
Research limitations/implications
The work has some limitations involved with literature reviews. The main noticeable limitation is the inclusion of both empirical and theoretical literature; it would be more appropriate to use a meta‐analysis approach.
Practical implications
Entrepreneurship education is reviewed in its totality. This is beneficial to educators and policy‐makers that are involved in setting or facilitating entrepreneurship educational programmes. The work will, specifically, help to understand problems related to non‐alignment in setting entrepreneurship educational programmes; a common pitfall for most of education designers.
Originality/value
The novelty of the work is in the use of data collection sheets. This has minimized the author's own bias, and brought some logical quantification into drawing meanings and conclusions from the existing literature in entrepreneurship education.
Purpose
This paper aims to explore the philosophical and conceptual understanding of entrepreneurship education through borrowing and applying conceptualisations of education from education theory to bring deeper meaning to approaches to entrepreneurship education in UK higher education institutions (HEIs).
Design/methodology/approach
This paper identifies existing theoretical and conceptual frameworks from adult education and applies these to the phenomenon of entrepreneurship education as a sense‐making tool from which deeper insights and understanding are gained.
Findings
As a conceptual paper the “findings” relate to the unearthing of the inherent drivers and values to the design and delivery of entrepreneurship education in UK HEIs. Applying education theoretical frameworks enables presentation of a purposeful and guiding framework for effective curricula design in entrepreneurship thereby enabling coherence and cohesion of approach and achievable outcomes. Furthermore, the paper maps the purpose and role of educators against a segmented framework to draw out distinctions across contexts and to present the need for a clarification of the role of the educator in the entrepreneurial learning process. This enables a discussion of the development needs of entrepreneurship educators for the UK.
Practical implications
Overall, the paper presents implications for HEIs in how they conceive of and introduce entrepreneurship education; educators and the role they perform in effective entrepreneurship education and curricula designers in developing meaningful “fit for purpose” offerings across the diversity of the entrepreneurial opportunity environment.
Originality/value
This paper further builds on a significant gap in the extant knowledge and literature for enhancing understanding in the development of the field of entrepreneurship education within higher education in the UK.
This paper examines various aspects of the author's transition from classroom teacher to a cooperating teacher and then from cooperating teacher to university teacher educator. This analysis is used as the basis for several specific suggestions for how to improve the preparation of the next generation of teacher educators and teacher education programs.
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
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- D A Schön
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