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).
The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes.
It is increasingly expected that universities, besides research and teaching should perform a third task as regional engines of innovation and economic growth. This paper discusses the role transformation and its demands upon university and faculty, including academic entrepreneurship.
This paper aims to explore stakeholder involvement in, and expectation of, entrepreneurship education in UK higher education institutions (HEIs).
The purpose of this paper is to develop the understanding of the challenges and considerations of how new and innovative entrepreneurship education programmes may be inculcated into UK higher education institutions (HEIs).
E3, standing for Embedding Enterprise Education, started in August 2006 as a HEIF3 funded initiative to promote the learning and teaching of enterprise or entrepreneurship across all subject areas of the University of Birmingham. This paper aims to explore how the initiative was marketed to academic Schools at a time when the RAE was taking high priority, discuss the levels of engagement across campus, and provide examples of E3 funded projects.
The aim of this article is to explore the entrepreneurial-directed approach to teaching within one university-level course in corporate entrepreneurship (CE) for Master’s-level students, and to gain a deeper understanding of the viability of the pedagogical methods used in teaching CE. Thepaper seeks to describe and examine the approach in the light of the theoretical concepts behind it, the pedagogical methods and applications used to reach the course objectives, and the learning outcomes.
The focus of this paper is to highlight the synergies and mutual benefits associated with a range of entrepreneurship education initiatives for a combination of internal and external stakeholders.
Entrepreneurial education is the process of providing individuals with the ability to recognize commercial opportunities and the insight, self-esteem, knowledge, and skills to act on them. It includes instruction in opportunity recognition, commercializing a concept, marshalling resources in the face of risk, and initiating a business venture.
The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes.