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Personalizing Entrepreneurial Learning: A Pedagogy for Facilitating the Know Why

Author

Listed:
  • Williams Middleton Karen

    (Department of Technology Management and Economics, Chalmers University of Technology, Gothenburg 41296, Sweden)

  • Donnellon Anne

    (Department of Management, Babson College, Babson Park, MA 02457, USA)

Abstract

As the global diffusion of entrepreneurship education continues, along with increasing investment in, and expectations of, educational initiatives, it has become important to articulate what we are teaching and why, along with the specifics of where, how, and to whom. Yet, despite a growing consensus about what constitute the entrepreneurial activities and competencies required to start a new venture, there has been little agreement regarding the content of entrepreneurship education, or how learning should be delivered (Bygrave 2007, TheHandbook of Qualitative Research Methods in Entrepreneurship, 17–48. Cheltenham, UK: Edward Elgar Publishing Limited; Edelman, Manolova, and Brush 2008, Entrepreneurship Education: Correspondence Between Practices of Nascent Entrepreneurs and Textbook Prescriptions for Success. Academy of Management Learning and Education 7(1):56–70; Honig, Davidsson, and Karlsson 2005, Learning strategies of nascent entrepreneurs. Journal of Competence-based Management 1(3):67–88; Mwasalwiba 2010, Entrepreneurship Education: A Review of Its Objectives, Teaching Methods, and Impact Indicators. Education+Training 52(1):20–47).

Suggested Citation

  • Williams Middleton Karen & Donnellon Anne, 2014. "Personalizing Entrepreneurial Learning: A Pedagogy for Facilitating the Know Why," Entrepreneurship Research Journal, De Gruyter, vol. 4(2), pages 167-204, January.
    • Handle: RePEc:bpj:erjour:v:4:y:2014:i:2:p:167-204:n:2
    DOI: 10.1515/erj-2013-0040
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    References listed on IDEAS

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