A critical review of learning approaches for entrepreneurship education in a contemporary society. (14th October 2019)

• Record Type: Journal Article
• Authors: O'Brien, Emma; Hamburg, Ileana
• Is Part Of: European journal of education. Volume 54:Number 4(2019)
• Page Start: 525
• Page End: 537
• Publication Date: 2019-10-14
• Subjects: Education, Higher -- Europe -- Periodicals; Education -- Research -- Europe -- Periodicals; 370.94
• DOI: 10.1111/ejed.12369
• Languages: English
• ISSNs: 0141-8211

Abstract

Abstract: The concept of entrepreneurship has evolved significantly in the last decade and is identified as a competence rather than as a skill, comprising many different behaviours, attributes and skills, including empathy, creativity, financial literacy, taking initiatives and identifying opportunities. The Entrepcomp framework outlined by the EU Commission in 2016 highlighted that entrepreneurship focused on all aspects of society, not just business. It defined entrepreneurship as "the value that is created, financial, cultural, or social". The importance of entrepreneurship as a key facet of life has reinvented how it should be taught, leading to collaborative pedagogical models that facilitate the exchange, flow and co‐creation of knowledge between HEIs, businesses and communities. This article identifies the need for c ollaborative pedagogical models to develop entrepreneurial skills. It explores if a hybrid of design thinking and problem‐based learning can satisfy the needs of entrepreneurship education in contemporary society.