1,720,975 research outputs found
Scientifically Based Or Policy Driven? : Using A Didaktik Approach to Encompass Transformative and Critical Entrepreneurship Education
No full textThis conceptual chapter re-actualizes the Didaktik-inspired discussions in entrepreneurship education, initiated by Kyrö, Blenker et al., and Bechard and Toulouse over 15 years ago. Didaktik in the German educational tradition is a pedagogical sub-discipline which, unlike the Anglo-American understanding of “didactics” as teaching methods, focuses on the relations between the subject, teacher, and students, and considers questions regarding what to teach, how to teach, and why, as being interdependent. A review of literature on entrepreneurship education published in the last decades shows that research in the German Didaktik tradition is sparse, and that the awareness of the differences between Didaktik and “didactics” has been overlooked. This chapter has practical implications for entrepreneurship educators as it presents Didaktik as an approach which comprises planning, implementing, and evaluating teaching in a way that includes an awareness of the learners’ relationship to the subject without excluding the teacher’s key role in education. In a theoretical perspective, the chapter challenges the Anglo-American understanding of “didactics” and proposes Didaktik as an approach to developing entrepreneurship education research and practice to be scientifically based in two fields and encompass transformative learning and critical perspectives, rather than being driven by political agendas and focusing on results
Att våga lite kaos : Värdeskapande lärande på högstadieskolan Bikupan: Ett samverkansprojekt mellan Lessebo kommun och Linnéuniversitetet 2021—2023
No full textVärdeskapande lärande i Lessebo kommu
Att våga lite kaos : Värdeskapande lärande på högstadieskolan Bikupan: Ett samverkansprojekt mellan Lessebo kommun och Linnéuniversitetet 2021—2023
No full textVärdeskapande lärande i Lessebo kommu
In the Eye of the Beholder: Visualising Students’ Implicit Entrepreneurship Theories
No full textTeaching methods and students’ preconceptions are considered a crucial basis for entrepreneurship education, not least when entrepreneurship is taught outside business schools with differentiated learning outcomes. This qualitative study seeks to explore students’ experiences of a visual-based teaching exercise––“Images of entrepreneurship”––and examines how the exercise contributes to making their preconceptions of entrepreneurship explicit. The study presents the exercise and its theoretical underpinnings and then, via interviews with 28 students from various educational backgrounds, gives a unique insight into their experiences of the exercise. The purpose is to contribute to the development of theory on pedagogical practices in classroom settings in entrepreneurship education in higher education. In order to systematically discuss the students’ relationship to the exercise and to their preconceptions of entrepreneurship, implicit theories are proposed and developed as a theoretical framework. Based on the students’ views, this study shows that entrepreneurship educators can use visual material to initiate reflective conversations about students’ implicit entrepreneurship theories, and involve students in evaluations of teaching methods in order to promote their perspective.</p
Envisioning entrepreneurship : Using photographs to elicit students’ preconceptions of entrepreneurship
No full textNowadays, entrepreneurship is taught on a ‘university-wide’ basis, implying that thesubject is introduced to multiple students from a diversity of backgrounds. At thesame time, a student-centred movement has been noted in the field, focusing ontailored education based on students’ preconceptions of entrepreneurship. However, studies of students’ preconceptions of entrepreneurship are scarce. Thus far,entrepreneurship education literature has primarily examined what to teach or how to teach. This has taken place in accordance with the Anglo-American didactictradition in which ‘didactics’ is a form of instruction rather than a way of combining ‘what’, ‘how’ and ‘why’ questions from various perspectives. As a consequence, distinguished authors in the field are calling for more advanced theoretical links between entrepreneurship education research and education science. This study develops and examines a visual-based exercise as a means of studyingstudents’ preconceptions of entrepreneurship and as a novel educational tool. Thisis conducted in accordance with the German didaktik tradition that presumes thatstudents, the learning content and the teacher are interdependently related. The purpose is to elicit students’ preconceptions of entrepreneurship using a visual-based exercise, as well as to offer knowledge of how this affects didaktik relationships in entrepreneurship education. To address this purpose, phenomenographic didaktik is used to discuss a subject-specific ‘entrepreneurship didaktik’, characterised by astudent-centred perspective. Photographs were used in a visual-based exercise to elicit students’ preconceptions and interviews with teachers and students were conducted in order to evaluate the exercise from a didaktik perspective.The results of the study show that students’ preconceptions of entrepreneurshipare multifaceted and that there are both similarities and differences between students’ preconceptions of entrepreneurship and established understandings of entrepreneurship. From a practical perspective, the study introduces a visual-based exercise that contributes to both students’ and teachers’ understandings of where entrepreneurship education starts from a student perspective, thereby helping students to link new knowledge to their contemporary understandings and helping teachers to base their education on students’ preconceptions in order to enhancetheir learning. On a theoretical level, this work contributes to the student-centred movement in entrepreneurship education by demonstrating how the relational perspective in the German didaktik tradition can advance the link betweenentrepreneurship education and education science
Thought-provoking art through the lens of entrepreneurship : A review of Ken Friedman’s exhibition 92 events
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Att våga lite kaos : Värdeskapande lärande på högstadieskolan Bikupan: Ett samverkansprojekt mellan Lessebo kommun och Linnéuniversitetet 2021—2023
No full textVärdeskapande lärande i Lessebo kommu
Envisioning entrepreneurship : Using photographs to elicit students’ preconceptions of entrepreneurship
No full textNowadays, entrepreneurship is taught on a ‘university-wide’ basis, implying that thesubject is introduced to multiple students from a diversity of backgrounds. At thesame time, a student-centred movement has been noted in the field, focusing ontailored education based on students’ preconceptions of entrepreneurship. However, studies of students’ preconceptions of entrepreneurship are scarce. Thus far,entrepreneurship education literature has primarily examined what to teach or how to teach. This has taken place in accordance with the Anglo-American didactictradition in which ‘didactics’ is a form of instruction rather than a way of combining ‘what’, ‘how’ and ‘why’ questions from various perspectives. As a consequence, distinguished authors in the field are calling for more advanced theoretical links between entrepreneurship education research and education science. This study develops and examines a visual-based exercise as a means of studyingstudents’ preconceptions of entrepreneurship and as a novel educational tool. Thisis conducted in accordance with the German didaktik tradition that presumes thatstudents, the learning content and the teacher are interdependently related. The purpose is to elicit students’ preconceptions of entrepreneurship using a visual-based exercise, as well as to offer knowledge of how this affects didaktik relationships in entrepreneurship education. To address this purpose, phenomenographic didaktik is used to discuss a subject-specific ‘entrepreneurship didaktik’, characterised by astudent-centred perspective. Photographs were used in a visual-based exercise to elicit students’ preconceptions and interviews with teachers and students were conducted in order to evaluate the exercise from a didaktik perspective.The results of the study show that students’ preconceptions of entrepreneurshipare multifaceted and that there are both similarities and differences between students’ preconceptions of entrepreneurship and established understandings of entrepreneurship. From a practical perspective, the study introduces a visual-based exercise that contributes to both students’ and teachers’ understandings of where entrepreneurship education starts from a student perspective, thereby helping students to link new knowledge to their contemporary understandings and helping teachers to base their education on students’ preconceptions in order to enhancetheir learning. On a theoretical level, this work contributes to the student-centred movement in entrepreneurship education by demonstrating how the relational perspective in the German didaktik tradition can advance the link betweenentrepreneurship education and education science
Intersubjective Dialogue as a Form of Inquiry : Discussing the Purpose of Entrepreneurship Education Tools
No full textThis chapter takes an alternative route to inquiry by drawing on intersubjectivity as a way to challenge taken-for-grantedness in entrepreneurship tools. The authors elaborate on how inter-ethnography can be used to discuss various aspects of teaching tools in entrepreneurship education (EE), where the Business Model Canvas (BMC) serves as example. The aim is to initiate a meta-discussion based on education theory on the purposes of tools that risk being taken-for-granted in teaching. The chapter also raises awareness of the difference between the functional and psychological sides of tools, wherein both visuals/graphics and words play a critical role. As a result, a reflective framework is developed as to challenge the existing use and understanding of teaching tools. The framework combines Biesta’s thought on purpose and desirability in education (i.e. qualification, socialisation and subjectification), and the classic relationships in the didactic triangle between the educator, the students and the subject
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