Teaching Entrepreneurship: Cases for Education and Training
Peter van der Sijde, Annemarie Ridder, Gerben Blaauw, Christoph Diensberg
Springer Science & Business Media, Sep 8, 2008 - Business & Economics - 133 pages
“Entrepreneurship that is something you learn in practice”. “Entreprene- ship is learning by doing”. This is often heard when you tell others that you teach entrepreneurship, but maybe entrepreneurship is more “doing by learning”. Nevertheless, in entrepreneurship practice and theory are int- woven. For this reason the Learning Cycle introduced by Kolb (1984) is an often used teaching approach. According to this Learning Cycle there are four phases (“cycle”) that are connected: 1. Concrete experience (“doing”, “experiencing”) 2. Reflection (“reflecting on the experience”) 3. Conceptualization (“learning from the experience”) 4. Experimentation (“bring what you learned into practice”) In teaching you can enter this cycle at any stage, depending on the students. And that brings us to the different types of students. Based on Hills et al. (1998) a plethora of student groups can be distinguished (of course this list is not exhaustive), e.g: Ph.D. students, who do a doctoral programme in Entrepreneurship; the emphasis is on theory/science. DBA students, who do a doctoral programme that is, in comparison to the Ph.D. more practice oriented. MBA students, who take entrepreneurship as one of the courses in their programme. Most of the time MBA students are mature students, who after some work experience return to the university; the programme is practice oriented.
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Aarhus Action Learning activities Applied Sciences approach Berlin Heidelberg 2008 business idea Business Incubator Centre concept mapping context cooperation course created creativity dynamics enterprises EntreNet entrepre Entrepreneurial competences entrepreneurial learning entrepreneurial process entrepreneurship education entrepreneurship training Estonia evaluation example experience explicit knowledge Finland Hämeenlinna HAMK University his/her implementation individual info/theory innovative institutions interaction Intotalo Kajaani Kolb Kyrö learner learning cycle learning environment learning process Lithuania marketing methods needs negotiation networks neurship offers opportunities organisation participants Phase Physica-Verlag Berlin Heidelberg potential practical pre-incubator preneurship problems programme promotion Rostock ROXI Science Park Sijde skills small high-tech companies SMEs soft computing start-up started studies sub-environment SWOT tacit knowledge target group teachers Teaching Entrepreneurship theoretical tion traditional business planning University of Applied University of Rostock University of Tampere University of Tartu University of Twente virtual learning virtual learning environment