From Craft to Science: Teaching Models and Learning Processes in Entrepreneurship Education

Autor/inn/en	Fayolle, Alain; Gailly, Benoit
Titel	From Craft to Science: Teaching Models and Learning Processes in Entrepreneurship Education
Quelle	In: Journal of European Industrial Training, 32 (2008) 7, S.569-593 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-0590
DOI	10.1108/03090590810899838
Schlagwörter	Teaching Models; Learning Processes; Sciences; Entrepreneurship; Teaching Methods; Guidelines + Suchen Sie Ihr Suchwort? Lehrmodell; Learning process; Lernprozess; Science; Wissenschaft; Unternehmungsgeist; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien
Abstract	Purpose: The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes. Design/methodology/approach: This article uses intensive reviews of literature in the fields of education and entrepreneurship. The teaching framework and the derived propositions are intended to provide a bridge between education sciences and the field of entrepreneurship and seeks to stress the scientific legitimacy of entrepreneurship education. Findings: Finds that there is a need to reconsider entrepreneurship education in its wide diversity, both from an ontological and pedagogical point-of-view. The range of theoretical choices, objectives, publics, pedagogical methods and institutional context should be approached through the lenses of multiple teaching models and learning processes, which can be structured around a general framework. Research limitations/implications: The framework allows for the combination of both the concept of teaching models and learning process in a general theory-driven framework and their applicability to specific entrepreneurship education situations. Practical implications: The authors' contribution sheds a new light, both on the design and on the implementation of entrepreneurship teaching programs. An explicit conceptual framework should help the effective and systematic design, management and evaluation of new or existing programs, along all the relevant dimensions. Originality/value: The authors propose a conceptual framework, a canonic teaching model, in entrepreneurship education. (Contains 1 figure, 1 table, and 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10