عنوان انگلیسی مقاله:

Survey of experiential entrepreneurship education offerings among top undergraduate entrepreneurship programs

ترجمه عنوان مقاله: برسی آموزش کارآفرینی تجربی در میان برنامه های کارآفرینی برتر در مقطع کارشناسی

رشته: کارآفرینی

سال انتشار: 2016

تعداد صفحات مقاله انگلیسی: 17 صفحه

منبع: Emerald

نوع فایل: pdf

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چکیده مقاله

Purpose: The purpose of this paper is to analyze experiential entrepreneurship education offerings – programs and courses – among the “Top 25” undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to offering experiential entrepreneurship and identify affordable, viable options. Surveying undergraduate program deans, chairs and administrators, the authors inventory and analyze experiences offered in top entrepreneurship programs. The target audience for the research is entrepreneurship education researchers and business program leaders.

Design/methodology/approach: The methodology is a survey approach. A survey was sent to the entrepreneurship program leaders of the “Top 25” business schools according to recently published rankings. In total, 57 percent of the target population responded to the survey.

Findings: The authors find that credit-yielding experiential entrepreneurship offerings are abundant. Yet an array of challenges constrain the growth this mode of delivery – including finding suitable faculty, mentors and other support resources.

Research limitations/implications: A potential limitation of the study is its focus on “Top 25” undergraduate entrepreneurship programs, as this may not be reflective of activity in the wider sampleof entrepreneurship programs.

Practical implications: The first inventory of its kind, this study provides vital knowledge about the array of practices by leading programs. The study may be used to drive benchmarking and further innovation by leaders of entrepreneurship programs.

Originality/value: To the best knowledge of the authors, this is the most comprehensive, recent study of undergraduate, experiential entrepreneurship education.

Keywords: Entrepreneurship, Entrepreneurship education, Experiential education, Professional education

Paper type: Research paper

مقدمه مقاله

The value and effectiveness of experiential learning, both generally in education and inentrepreneurial education in particular, is practically beyond debate and is demonstratedby the voluminous literature on this subject. Surprisingly, however, the literature contains very little description of the abundance and variety of experiential programs and courses actually offered in university entrepreneurship programs, much less the obstacles to launching such programs and courses, or proposed solutions to such obstacles. This paper hopes to begin the process of identifying and sharing the best practices of entrepreneurship programs by describing some of the work currently being done in some of the most highly regarded educational institutions in entrepreneurship.

In his often cited work, Experiential Learning: Experience as the Source of Learning and Development, David Kolb (1984) makes the case for experiential learning while constructing a learning model from prior research in the field. “Ideas are not fixed and immutable elements of thought, but are formed and re-formed by experience. Learning is a process whereby concepts are derived from and continuously modified by experience. No two thoughts are ever the same, since experience always intervenes” (p. 26). This idea inevitably leads to a learning model where critical learning takes place both in and outside of educational institutions. Kolb continues, “This concept of learning is considerably broader than that commonly associated with the school classroom. It occurs in all human settings, from schools to the workplace, from the research laboratory to the management board room, in personal relationships and the aisles of the local grocery. It encompasses all life stages, from childhood to adolescence, to middle and old age” (p. 32).

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