scholarly journals The Many Facets of Music Entrepreneurship Education

2020 ◽  
Vol 2 (1) ◽  
pp. 32-41
Author(s):  
Jeffrey Nytch
Keyword(s):  
Entrepreneurship Education ◽  
Music Students ◽  
Entrepreneurship Theory ◽  
The Many ◽  
Time Critical ◽  
Music Entrepreneurship

As the field of arts entrepreneurship education has developed, so has our collective understanding of the nature of arts entrepreneurship theory and pedagogy. At the same time, critical differences exist between the various arts sectors, with music entrepreneurship embodying a number of specific characteristics more or less unique to it. This essay identifies and explores five such issues and discusses the programmatic, pedagogical and theoretical implications of each, offering insights into how entrepreneurship education can benefit music students.

When theory and practice meet: Avenues for entrepreneurship education in music conservatories

2020 ◽  
Vol 38 (3) ◽  
pp. 352-369
Author(s):  
Margarita Lorenzo de Reizabal ◽  
Manuel Benito Gómez
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Entrepreneurial Spirit ◽  
Professional Success ◽  
The Hague ◽  
Classical Musicians ◽  
Western Classical Music ◽  
Music Entrepreneurship

In the field of higher music education conservatories, and more specifically in the so-called ‘classical music’, the first steps towards research regarding entrepreneurship are being taken, although the main obstacles to overcome are still at a conceptual level (to define what is entrepreneurship in this field, what the profile of a musician entrepreneur is, what exactly is understood when we talk about an entrepreneurial identity referred to Western classical music) and on a referential level (research is scarce on the professional identity of classical musicians, on motivation that leads to professional success, on employability of a musician in the 21st century). At the same time, thought and analysis are lacking on how music education addresses entrepreneurial spirit and how conservatories for higher education in Western classical music could provide their students with the necessary capacities to become professional entrepreneurial musicians. This article aims to explore the state of entrepreneurship of classical musicians and analyse what challenges and barriers are found in particular in this subfield. In order to clarify the key concepts, the most relevant and recent literature in entrepreneurship education has been reviewed. Searching for avenues for entrepreneurship education in music conservatories, theory and practice have been merged by applying the literature findings to some practical considerations raised at the International Conference on Music Entrepreneurship recently held in The Hague, together with the personal experience in the specific context of higher music education conservatories.

Learning Race through Place and Time: Critical Geographic Approaches to Antiracist Collaborative Ethnography

2015 ◽  
Vol 37 (4) ◽  
pp. 18-22
Author(s):  
Billy Hall ◽  
Daniella Santoro
Keyword(s):  
Participatory Research ◽  
Urban Space ◽  
Race And Racism ◽  
School Students ◽  
Racial Relations ◽  
Field School ◽  
The Many ◽  
Collaborative Ethnography ◽  
Time Critical ◽  
Over Time

In the summer of 2013, as part of an ethnographic methods training program in Tallahassee, Florida, field school students were critically engaged in collaborative participatory research on experiences of race and racism. This article reflects on some of the many connections between race, space, place, and time we saw unfold in Tallahassee and advances a methodology that melds participatory ethnography with critical geographic approaches. Here, we present two cartographic practices through which an ethnographic space was articulated for understanding how social archives of racial histories accumulate over time and are mapped onto urban space. In attending to a palimpsest of racial relations in space and time, we see new potentials for a critical geographic approach to antiracist ethnography. We suggest ethnographers can better research, rewrite, and redress the uneven productions of space by rescaling our investigations into the material and remembered worlds lived by those bound up in racial struggles.

scholarly journals Flashmob: A Heutagogical Tool for Social Learning in Entrepreneurship Education

2021 ◽  
pp. 251512742110175
Author(s):  
Richard Tunstall ◽  
Helle Neergaard
Keyword(s):  
Social Action ◽  
Entrepreneurship Education ◽  
New Venture ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Entrepreneurship Theory ◽  
Self Discovery ◽  
Tools And Techniques ◽  
Support Students ◽  
Socially Situated

The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.

scholarly journals TRAINING IN DIGITAL ENTREPRENEURSHIP AS A BASIS FOR FORMING THE INTELLECTUAL CAPITAL OF NATION

2021 ◽  
Vol 81 (1) ◽  
pp. 210-221
Author(s):  
Олег Євгенович Камінський ◽  
Юлія Олександрівна Єрешко ◽  
Сергій Олександрович Кириченко ◽  
Ростислав Володимирович Тульчинський
Keyword(s):  
Intellectual Capital ◽  
Education System ◽  
Teaching And Learning ◽  
Online Courses ◽  
Digital Technologies ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Higher Education System ◽  
Entrepreneurship Theory ◽  
Digital Entrepreneurship

Nowadays, digital technologies have a significant impact on how business perceptions change and how new businesses are created. The new technological paradigm harnesses the potential of collaboration and intellectual capital to develop and implement more robust and sustainable entrepreneurial initiatives. However, while a research in digital entrepreneurship is relevant and timely, there is a limited amount of studies on the real impact of digital technology and intellectual capital on entrepreneurship education, although inquiries into digital entrepreneurship theory and practice have drawn more attention in the recent years. Moreover, at the current level of globalization, society, as practice shows (the situation with COVID-19), is not protected from global shocks in the form of chain crises and pandemics. Therefore, digital entrepreneurship is also able to help solve the economic problems caused by the above phenomena. The purpose of the article is to analyse and clarify various aspects of training students of economic specialties in digital entrepreneurship; formulate the tasks that arise while using digital technologies in the economy, and determine the ways to solve them in the education system. Among many forms of digital entrepreneurship training, online courses are one of the strongest trends and they do affect the content and flow of teaching and learning. This article also focuses on better understanding the skills, opportunities, and risks involved in using the online courses as a new way of training entrepreneurship in higher education system. The authors empirically study the problems and drivers for developing such courses as a new pedagogical concept. The results show that such a course is flexible in time and space and can therefore contribute to the accessibility of entrepreneurship education.

Bibliometric analysis of entrepreneurial orientation

2019 ◽  
Vol 15 (1) ◽  
pp. 45-69 ◽  
Author(s):  
Nelson A. Andrade-Valbuena ◽  
Jose M. Merigo-Lindahl ◽  
Sergio Olavarrieta S.
Keyword(s):  
Family Business ◽  
Entrepreneurial Orientation ◽  
Theory And Practice ◽  
Global Perspective ◽  
Content Type ◽  
Graphical Visualization ◽  
Bibliographic Data ◽  
Knowledge Capability ◽  
Entrepreneurship Theory ◽  
The Many

Purpose The remarkable concept of entrepreneurial orientation (EO) has attracted scholars’ attention for its relevance to a firm’s performance. Based on bibliometric and distance-based visualization of similarities (VOS) analysis, the purpose of this paper is to outline a broad-spectrum perspective of the structure of research in EO across more than 20 years of publications, identifying the most prominent journals, authors and articles in this field. Design/methodology/approach The paper uses the Web of Science Core Collection and the VOS viewer software. The analysis searches for all the documents connected to EO available in the database from 1976 to 2017. The graphical visualization maps the bibliographic data using both bibliographic coupling and co-citation data. Findings Entrepreneurship Theory and Practice Journal, Journal of Business Venturing and Family Business Review are the most relevant journals in the field. Among the many important authors in the EO literature, key contributors are Lumpkin, Payne, Short, Covin, Dess and Wiklund. Three different streams of research are linked to the EO concept; strategy and entrepreneurship, family business and miscellaneous work in psychometrics, methods, marketing and knowledge/capability-based approaches to organizations. Originality/value This paper contributes to EO research by providing a global perspective on the concept’s investigation, using bibliometric data and graphical networks.

scholarly journals The Heptalogical Model of Entrepreneurship

2019 ◽  
Vol 2 (3) ◽  
pp. 188-213 ◽  
Author(s):  
Patrick J. Murphy ◽  
Anthony C. Hood ◽  
Jie Wu
Keyword(s):  
Program Development ◽  
Entrepreneurship Education ◽  
Conceptual History ◽  
Conceptual Foundation ◽  
Entrepreneurial Ventures ◽  
Entrepreneurship Research ◽  
History Of ◽  
Entrepreneurship Theory ◽  
Academic Area ◽  
Distinct Approach

Whereas entrepreneurship research has made advancements to establish and distinguish itself as an academic area, entrepreneurship education has developed more modestly. In this article, we introduce the Heptalogical Model as a conceptual foundation for entrepreneurship education, pedagogy, course and program development, and external engagements with entrepreneurial venture partners. The model is the product of years of utilization in the instruction of thousands of learners worldwide by diverse instructors at multiple institutions and application in hundreds of outreach consulting projects with entrepreneurial ventures. Grounded in the conceptual history of entrepreneurship theory and education, the Heptalogical Model offers a distinct approach that is not person or venture-centric. Its logic clarifies how many kinds of entrepreneurs and ventures develop, evolve, and perform in practical ways. The model is amenable to the radical diversities of entrepreneurial phenomena across sectors, industries, and cultures.

scholarly journals The Basic and Middle Education Concept as A Step of Students in Planting Value Establishment since Early

2020 ◽  
Vol 2 (2) ◽  
pp. 705-712
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Secondary Education ◽  
Literature Review ◽  
Research Method ◽  
Entrepreneurship Education ◽  
Sources Of Information ◽  
Systematic Method ◽  
Primary And Secondary Education ◽  
The Many ◽  
Education Concept

This study aims to find out, about how the importance of primary and secondary education as a way or step for students to be more independent through a work produced through entrepreneurship education, the authors believe that entrepreneurial values are very important to instill early on, because entrepreneurship is the heart of economic defense in every perspective, education is one of the many ways to make students more creative and fully independent. The research method by the author uses the systematic method Literature Review, by gathering several sources of information from journals, books and other articles. To improve the source of reading that will be produced by the reader later. Then after the sources are collected, the new author can conclude what results have been obtained from this reading source.

scholarly journals Pembelajaran Kewirausahaan di SMA Selama Pandemi Covid-19

2021 ◽  
Vol 10 (1) ◽  
pp. 15-22
Author(s):  
Leny Noviani ◽  
Adam Wahida
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Entrepreneurship Education ◽  
School Students ◽  
Digital Platforms ◽  
Entrepreneurship Theory ◽  
Descriptive Method

The objectives of this study are: 1) to describe the implementation of entrepreneurship learning in high school during the Covid-19 pandemic, and 2) to provide solutions on how to improve the quality of entrepreneurship learning. This study uses a descriptive method. Collecting data using a questionnaire. Respondents were 1,347 high school students in grades XI and XII from 10 high schools in Sragen The results showed that during the Covid-19 pandemic, entrepreneurship learning taught more about theory (69.1%). The method used by teachers when teaching is assignments (54.8%) on assignments/homework on entrepreneurship theory. The digital platforms used by teachers are google classroom (39.3%), zoom (9.6%, WhatsApp (25.5%), google meet (16%), and other platforms 9.5%. In general, students assessed that entrepreneurship lessons are in accordance with their needs and provide provisions to become entrepreneurs. As many as 64.5% of students feel enthusiastic about participating in lessons. Improvements in entrepreneurship learning according to students' perceptions are: the material is more applicable and interesting, trained in how to overcome real problems, and balanced with practice. Entrepreneurship education can be done through intra-curricular activities in class, co-curricular, and extra-curricular

Reinterpreting a signature pedagogy for entrepreneurship education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael Breum Ramsgaard ◽  
Per Blenker
Keyword(s):  
Literature Review ◽  
Theory Development ◽  
Entrepreneurship Education ◽  
General Idea ◽  
Future Research ◽  
Content Type ◽  
Call To Action ◽  
Signature Pedagogy ◽  
Contextual Influence ◽  
The Many

PurposeThe importance of contextualizing theory development in entrepreneurship education has recently been raised. Nevertheless, efforts often lead to rather decontextualized concepts and generic theories that are unable to bring together the complexities of applying entrepreneurship education to particular institutional logics and local pedagogical understandings. Based on a narrow and selective literature review, this study aims to identify and reconstruct how entrepreneurship education can adjust to the disciplines in which it unfolds. To contribute to transcending this dilemma, this article raises the following question: How can entrepreneurship education be understood in a differentiated manner and contextually reconstructed to the many disciplines and professions in which it unfolds?Design/methodology/approachThe study follows the general idea of an integrative literature review, meaning that a few references, in particular Jones' work on a signature pedagogy for entrepreneurship education, led to a deeper search of the older background literature from Shulman on the idea of a signature pedagogy for professions.FindingsThe authors identify three existing notions (MK-0, MK-1 and MK-2) of signature pedagogy within entrepreneurship education and propose a fourth notion that combines the established understandings into a signature pedagogy, MK-3, in which entrepreneurship education should be adjusted to the disciplines in which it unfolds, by integrating and balancing general, disciplinary/professional and entrepreneurial purposes of education.Originality/valueAccepting that context matters to entrepreneurship education creates a need for understanding the contextual influence on pedagogies. The paper contributes by establishing a theory-based framework that can help educators formulate and balance general, professional and entrepreneurial purposes of education, depending on the particular context of their educational activities. Furthermore, the paper is a call to action for additional scholarship that identifies avenues for future research.

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