NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ956737
Record Type: Journal
Publication Date: 2011-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0950-4222
Emergent Issues in Enterprise Education: The Educator's Perspective
Carey, Charlotte; Matlay, Harry
Industry and Higher Education, v25 n6 p441-450 Dec 2011
Recent research suggests that important issues are emerging among enterprise educators in higher education institutions (HEIs). This paper examines four key areas of debate. The first of these is the assessment of entrepreneurship ideas and related activities (Pittaway and Cope, 2007). Penaluna and Penaluna (2008, 2009a, b), for example, focus on assessment methods in schools of art and design and on how these methods could be employed more effectively by enterprise educators. Second, and linked to the issue of assessment, is the area of "contextualized" enterprise education, focusing on enterprise education as it is taught within the context of a specific discipline (for example, Carey and Matlay, 2007). The third area concerns online social media platforms and how in the UK these are increasingly being employed to deliver and support enterprise pedagogies, including the use of external contacts, teaching marketing and explorations of professional boundaries (Smith, 2009; Carey, 2009a, b, c; Harris et al, 2011). The final emergent topic relates to risk and responsibility in the assessment and potential support of business ideas in entrepreneurship education on offer in UK HEIs (Harte, 2008; ISBE, 2010). This article explores recent developments in the debates on these emergent issues and examines them in the context of enterprise education provision in UK HEIs. (Contains 1 note.)
IP Publishing Ltd. Available from: Turpin Distribution Services. Stratton Business Park, Pegasus Drive, Biggleswade, Bedfordshire, SG18 8TQ, UK. Tel: +44-1767-604957; Fax: +44-1767-601640; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom