As entrepreneurship educators, our own personal preferences for one or more of these approaches is likely to emanate from our own beliefs concerning the purpose of Higher Education. It’s important to be conscious of our own educational philosophy as entrepreneurship educators, as regardless of our approach and how we promote our programmes, it will affect the role we adopt and consequently the congruency of our initiatives. If we believe that the purpose of Then we a likely to believe the And the role of the educator is … higher education is…. purpose of entrepreneurship education is… Liberalist to convert information Is to develop understanding of and The Guru: providing access to – into knowledge and knowledge into insights into the world of leading experts and successful wisdom entrepreneurship entrepreneurs for transmitting knowledge and insight Behaviourist to meet the of Is to acquire a predetermined set The Controller: monitoring and – society or industry to define the of entrepreneurial capabilities at a directing learners towards – desired behaviours and produce specified standard of application achieving intended entrepreneurial people who behave in these ways capabilities Progressive to focus on practical Is to fulfil individual potential The Guide: creating – knowledge and skills that enhance within an entrepreneurial society entrepreneurial, experiential individual effectiveness in society, and economy learning environments and promoting life-long learning, focusing processes on the needs of the learner Humanistic personal growth and Is to develop and achieve personal The Helper: facilitating a – self-actualisation growth and development process with peers and entrepreneurs Radical catalyst for fundamental Is to exploit entrepreneurship as a The Coordinator: Learning through – change in society tool for socio economic and collective action: equality between political change the learner and the educator Adapted from Hannon’s (2005) Inventory I think one can map the about, through, and for approaches to the frameworks of philosophies of adult education. Liberalist and Behaviourist might be said to map onto the About approach; Progressive and Humanist might map onto the Through approach; and a Radical philosophy might map onto the For approach. Each have their utility but require the educator to be aligned with the approach and the curriculum design. We may find responsible for an entrepreneurship initiative designed to enable students to achieve a predetermined set of competencies but if we believe that the purpose of HE is about personal growth and self-actualisation we – might feel frustrated and conflicted.
As entrepreneurship educators, our own personal preferences for one or more of these approaches is likely to emanate from our own beliefs concerning the purpose of Higher Education. It’s important to be conscious of our own educational philosophy as entrepreneurship educators, as regardless of our approach and how we promote our programmes, it will affect the role we adopt and consequently the congruency of our initiatives. If we believe that the purpose of higher education is…. Then we a likely to believe the purpose of entrepreneurship education is… And the role of the educator is … Liberalist – to convert information into knowledge and knowledge into wisdom Is to develop understanding of and insights into the world of entrepreneurship The Guru: providing access to leading experts and successful entrepreneurs for transmitting knowledge and insight Behaviourist – to meet the of society or industry – to define the desired behaviours and produce people who behave in these ways Is to acquire a predetermined set of entrepreneurial capabilities at a specified standard of application The Controller: monitoring and directing learners towards achieving intended entrepreneurial capabilities Progressive – to focus on practical knowledge and skills that enhance individual effectiveness in society, promoting life-long learning, focusing on the needs of the learner Is to fulfil individual potential within an entrepreneurial society and economy The Guide: creating entrepreneurial, experiential learning environments and processes Humanistic – personal growth and self-actualisation Is to develop and achieve personal growth and development The Helper: facilitating a process with peers and entrepreneurs Radical – catalyst for fundamental change in society Is to exploit entrepreneurship as a tool for socio economic and political change The Coordinator: Learning through collective action: equality between the learner and the educator Adapted from Hannon’s (2005) Inventory I think one can map the about, through, and for approaches to the frameworks of philosophies of adult education. Liberalist and Behaviourist might be said to map onto the About approach; Progressive and Humanist might map onto the Through approach; and a Radical philosophy might map onto the For approach. Each have their utility but require the educator to be aligned with the approach and the curriculum design. We may find responsible for an entrepreneurship initiative designed to enable students to achieve a predetermined set of competencies – but if we believe that the purpose of HE is about personal growth and self-actualisation we might feel frustrated and conflicted.
BUSINET%20Keynote%202017%20monograph.docx