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Bell, Robin 
ORCID: https://orcid.org/0000-0002-7325-4277
(2021)
Underpinning the entrepreneurship educator’s toolkit: Conceptualising the influence of educational philosophies and theory.
Entrepreneurship Education, 4 (1).
pp. 1-18.
ISSN Print: 2520-8144 Online: 2520-8152
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Underpinning the entrepreneurship educator’s toolkit Conceptualising the influence of educational philosophies and theory.pdf - Published Version Available under License Creative Commons Attribution. Download (657kB) | Preview |
Abstract
Entrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices, and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualization of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.
| Item Type: | Article |
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| Additional Information: | A pdf file of this article is available to download from this WRaP record. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Uncontrolled Discrete Keywords: | educational philosophy, entrepreneurship pedagogy, educational theory, cognitivism, constructivism, humanism |
| Subjects: | H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | College of Business, Psychology and Sport > Worcester Business School |
| Related URLs: | |
| Copyright Info: | Open Access article (UW Springer OA agreement) |
| Depositing User: | Robin Bell |
| Date Deposited: | 31 Mar 2021 08:07 |
| Last Modified: | 12 May 2021 09:26 |
| URI: | https://eprints.worc.ac.uk/id/eprint/10354 |
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