ERIC Number: EJ682673
Record Type: Journal
Publication Date: 2005-Feb
Exploring Graduate Entrepreneurship. A Collaborative, Co-Learning Based Approach for Students, Entrepreneurs and Educators
Hannon, Paul D.; Collins, Lorna A.; Smith, Alison J.
Industry and Higher Education, v19 iss1 p11-23 Feb 2005
There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to entrepreneurship education may be limiting the opportunities for students to develop entrepreneurial skills, knowledge and behaviour. If the need for increased levels of graduate entrepreneurship is to be met, it is important to develop more innovative and entrepreneurial approaches. Shifting the underpinning paradigm to one derived from a humanist philosophy suggests a co-learning approach in which both learner and educator participate in the learning process. This paper highlights the need for innovation in the supply of entrepreneurship education in UK higher education institutions to enhance graduate entrepreneurship. The authors reflect on and examine the experience of piloting a collaborative co-learning approach to entrepreneurship education that engages university students from a range of disciplines, local entrepreneurs and educators in the learning and development process. Finally, they explore the challenge that embedding such an approach poses to the development of entrepreneurship education in UK HEIs. The paper adds to the body of knowledge in the area of graduate entrepreneurship and raises important issues for policy makers, practitioners, educators and entrepreneurs.
Descriptors: Entrepreneurship, Higher Education, Foreign Countries, College Students, College Faculty, Cooperative Learning, School Business Relationship, Experiential Learning
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A