scholarly journals From the Zoo to the Jungle – Narrative Pedagogies and Enterprise Education

2013 ◽  
Vol 27 (6) ◽  
pp. 421-432 ◽  
Author(s):  
Yvonne Costin ◽  
Sarah Drakopoulou Dodd ◽  
Briga Hynes ◽  
Maria Lichrou
Keyword(s):  
Experiential Learning ◽  
Lived Experience ◽  
Learning Mechanisms ◽  
Entrepreneurial Learning ◽  
Enterprise Education

There is scope for a better understanding of the development of entrepreneurial competences in students through experiential learning pedagogies by engaging them with the entrepreneurs in the entrepreneurs' habitats. This study analyses a novel pedagogical interaction which embraces the narrative aspects of entrepreneurial learning by encouraging students to review and relate their experiences of enterprise education critically and to reflect on how those experiences prepare them for an entrepreneurial career. The study highlights the value of experimenting with more embedded ways of teaching entrepreneurship that resonate with the lived experience of entrepreneurs. In light of their analysis, the authors offer recommendations on how to incorporate entrepreneurial learning mechanisms as part of the education of future entrepreneurs.

Perspectives on Women's Entrepreneurial Learning and the Evolution of Female Entrepreneurship Research

2019 ◽  
pp. 232-257
Author(s):  
Florica Tomos ◽  
Nick Clifton ◽  
Saraswathy Thurairaj ◽  
Oana Cristina Balan
Keyword(s):  
Social Interaction ◽  
Experiential Learning ◽  
Women Entrepreneurs ◽  
Research Question ◽  
Research Field ◽  
Female Entrepreneurship ◽  
Entrepreneurial Learning ◽  
Entrepreneurship Research ◽  
Two Samples

The aim of the chapter is to increase the knowledge regarding the methods and styles of learning used by women entrepreneurs in general, and in South East Wales and Malaysia in particular. The research question is What methods and styles of learning do women entrepreneurs employ in their businesses, in general, and specifically in SE Wales and Malaysia? The chapter is a theoretical study with a small empirical extension with two samples of women and men entrepreneurs in the South East Wales. The findings of this chapter support the constructive perspective on learning, adult and social learning, demonstrating the role of social interaction for women entrepreneurs' learning and experiential learning. Through a gender perspective with accent on andragogy, and by designing a model of women entrepreneurial learning, the study shapes a new direction within the research field of women entrepreneurship and constitutes an original contribution to knowledge.

Embedding Enterprise in Biosciences

2010 ◽  
Vol 24 (6) ◽  
pp. 487-494 ◽  
Author(s):  
Carys Watts ◽  
Katie Wray ◽  
Ciara Kennedy ◽  
Paul Freeman ◽  
Gareth Trainer
Keyword(s):  
Good Practice ◽  
Enterprise Development ◽  
Entrepreneurial Learning ◽  
Enterprise Education ◽  
Guest Speakers

Enterprise education at Newcastle University, UK, is embedded in the fabric of the curriculum via the Newcastle University Graduate Skills Framework. An example of this is the ‘Business for the Bioscientist’ module. The authors discuss this module with regard to good practice, enterprise development and the wider arena of graduate careers and employer expectations. The paper illustrates how a combination of academics, curriculum developers, enterprise educators and guest speakers can result in an innovative and interactive enterprise module. Feedback from employers has reinforced the importance of embedding enterprise skills in the curriculum: the authors examine the methodology used at Newcastle to achieve this, the approach adopted and responses from learners. They assess how such an initiative can establish enterprise as a norm in the skills sets of graduates. The paper proposes and highlights various factors that universities need to address if they are to realize fully the concept of entrepreneurial learning.

scholarly journals A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

2018 ◽  
Author(s):  
Veronica Sanchez-Romaguera ◽  
Robert A Phillips
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Interdisciplinary Education ◽  
First Year ◽  
University Curriculum ◽  
Enterprise Education ◽  
Growth Of Knowledge ◽  
The University ◽  
University Of Manchester

Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education;

scholarly journals Teaching inequality in Brazil: A study abroad exploration of race, class, gender, sexuality, and geography

2022 ◽  
Vol 6 (1) ◽  
pp. 13-29
Author(s):  
Edvan P. Brito ◽  
Anthony Barnum
Keyword(s):  
Experiential Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Student Teachers ◽  
Lived Experience ◽  
Learning Environments ◽  
Gender And Sexuality ◽  
Community Members ◽  
Theory To Practice

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.

Entrepreneurial learning in venture acceleration programs

2019 ◽  
Vol 26 (6) ◽  
pp. 588-603 ◽  
Author(s):  
Diamanto Politis ◽  
Jonas Gabrielsson ◽  
Nataliya Galan ◽  
Solomon Akele Abebe
Keyword(s):  
Experiential Learning ◽  
Research Strategy ◽  
Learning Dynamics ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Effective Learning ◽  
Secondary Sources ◽  
Effective Learning Environments ◽  
Acceleration Programs

Purpose This study aims to better understand entrepreneurial learning in the context of venture acceleration programs. Design/methodology/approach A qualitative research strategy was used based on multiple in-depth interviews with 21 lead entrepreneurs complemented with participatory observations and secondary sources. The data were inductively analysed following the Gioia methodology (Gioia et al., 2012). Findings The authors build on experiential learning theory to generate a process-focussed model exploring the learning dynamics that venture acceleration programs can facilitate. In this model, the authors identify three catalysts that trigger processes of experiential learning and two contingencies that alleviate the effects of the catalysts on learning outcomes. The findings suggest that the potential of venture acceleration programs to be effective learning environments pends on the presence and quality of these catalysts and contingencies. Originality/value The findings provide novel insights on how venture acceleration programs trigger entrepreneurial learning, thereby offering a deeper understanding of the learning dynamics in this setting.

scholarly journals Overcoming hierarchy in business model innovation: an actor-oriented approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paolo Di Toma ◽  
Stefano Ghinoi
Keyword(s):  
Experiential Learning ◽  
Business Model ◽  
Innovation Process ◽  
Network Evolution ◽  
Business Model Innovation ◽  
Quadratic Assignment ◽  
Organizational Networks ◽  
Network Data ◽  
Learning Mechanisms ◽  
Content Type

PurposeBusiness model innovation is a key element for firms' competitiveness. Its development can be supported by the establishment of an actor-oriented scheme to overcome hierarchical structures. The actor-oriented scheme is characterized by intra-organizational networks of relationships that can be established and dissolved between individuals. However, we lack an empirical perspective about its establishment; therefore, the purpose of this research is to advance our understanding of intra-organizational networks for supporting business model innovation.Design/methodology/approachIndividuals create and manage knowledge aimed to innovate the business model through cognitive search and experiential learning mechanisms. Knowledge is spread within organizations by using intra-organizational advice networks, whose patterns reflect the presence of an actor-oriented scheme. This work applies social network analysis to network data from a multi-unit organization specializing in personal care services. We use a Logistic Regression-Quadratic Assignment Procedure to analyze intra-organizational network data on managers' advice exchange related to the learning modes of cognitive search and experiential learning.FindingsOur research empirically identifies the main elements of an actor-oriented scheme in a business model innovation process. We find that managers are able to self-organize, because they are not influenced by their organizational roles, and that commons for sharing resources and protocols, processes and infrastructures enable advice exchange, thus showing the presence of an actor-oriented scheme in business model innovation process.Research limitations/implicationsThis research is based on a cross-sectional database. A longitudinal study would provide a better understanding of the network evolution characterizing the innovation process.Practical implicationsThe results of our study support organizational decision-making for business model innovation.Originality/valueThis study provides empirical evidence of how an actor-oriented scheme emerges in a business model innovation process.

Developing open disclosure strategies to medical error using simulation in final-year medical students: linking mindset and experiential learning to lifelong reflective practice

2020 ◽  
pp. bmjstel-2020-000659
Author(s):  
Andrew Stuart Lane ◽  
Christopher Roberts
Keyword(s):  
Medical Students ◽  
Experiential Learning ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Psychological Safety ◽  
Emotional Arousal ◽  
Learning Needs ◽  
High Fidelity Simulation ◽  
Open Disclosure ◽  
Simulation Session

Introduction and objectivesOpen disclosure is a policy outlining how healthcare practitioners should apologise for mistakes, discussing them with the harmed parties. Simulation is a training and feedback method in which learners practise tasks and processes in lifelike circumstances. We explore how final-year medical students experience the learning of open disclosure.MethodsA qualitative study of final-year medical students who had been involved a high-fidelity simulation session based on open disclosure after medication error was conducted. Students were selected using purposive sampling. Focus groups illuminated their experiences and interpretation of simulated open disclosure experiences. The data were analysed using interpretative phenomenological analysis and supported two superordinate themes: (1) identifying learning needs; and (2) learning to say sorryResultsThe medical students constructed their learning in three different ways: negotiating environmental relationships; embracing challenge and stress; and achieving learning outcomes. The data reinforced the need for psychological safety, emphasised the need for emotional arousal and demonstrated the need for both individual and collective reflective learning. Our data linked the benefits of experiential learning to the development of growth mindset and Jarvis’s theory.ConclusionsThe lived experience of the final-year medical student participants in this study reinforced the notions of continuous psychological safety and the need for emotional arousal during learning. Our data also demonstrated the variety of participant experiences when preparing to give open disclosure, reinforcing the need for facilitators to optimise learning for the whole group as well as the individuals, given that participants are at different parts of their learning cycle.

scholarly journals Developing new Deaf screenwriting talent

2020 ◽  
Author(s):  
Abigail Davies
Keyword(s):  
Experiential Learning ◽  
Lived Experience ◽  
Development Process ◽  
Work Group ◽  
Individual Case ◽  
Cultural Complexity ◽  
Production Team ◽  
Training Opportunities ◽  
And Training

This paper examines how orthodox approaches to developing screenplays must be expanded when working with emerging screenwriting talent. It explores the particular issues and problems facing those working in Deaf film and TV, where production budgets are modest and training opportunities few. The analysis focusses on an individual case study: the year-long development of a half-hour TV drama between a professional hearing script editor and a novice Deaf screenwriter.The well-established formulation of the script editor is as a story expert supporting the screenwriter to hone her/his screenplay. Borrowing Gabriel’s idea of a ‘boundary rider’, the paper examines how the script editor works energetically to preserve the agency of the new screenwriter; to privilege experiential learning whilst responding to the demands of an industrial commissioning process and production specification. Drawing on Gramsci’s elaboration of the subaltern and the theories of Foucault and Bourdieu, it discusses the creative and cultural complexity of the editor - writer relationship.Macdonald’s proposed framework of the Screen Idea Work Group is employed to explore the lived experience of a dialogical process of shared creation, which expands out to include production team, actors and interpreters via a uniquely adapted Table Read situated at the heart of the script development process. The value of this powerful encounter for the screenwriter is reflected on as well as its cost. Overall it is contended that much greater investment is required to develop assured screenwriting voices that can craft compelling stories to connect with audiences for Deaf film and TV.

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