Emotions and the Liminal Space in Entrepreneurship Education

Autor/inn/en	Rose, Anna-Lena; Leisyte, Liudvika; Haertel, Tobias; Terkowsky, Claudius
Titel	Emotions and the Liminal Space in Entrepreneurship Education
Quelle	In: European Journal of Engineering Education, 44 (2019) 4, S.602-615 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rose, Anna-Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1553937
Schlagwörter	Teaching Methods; Learning Processes; Entrepreneurship; Engineering Education; Business Administration Education; Outcomes of Education; Guidelines; Foreign Countries; Emotional Response; Negative Attitudes; Student Attitudes; Masters Programs; Graduate Students; Ethnography; Seminars; Teamwork; Student Research; Research Projects; College Faculty; Teacher Role; Germany + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unternehmungsgeist; Ingenieurausbildung; Lernleistung; Schulerfolg; Richtlinien; Ausland; Emotionales Verhalten; Negative Fixierung; Schülerverhalten; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ethnografie; Seminar; Studentenforschung; Forschungsvorhaben; Fakultät; Lehrerrolle; Deutschland
Abstract	Emotions are present in all learning processes, including those in entrepreneurship education. In this paper, we investigate which kinds of emotions exist in entrepreneurship education at university and in which contexts they occur, and show how the concept of liminal spaces -- spaces of transformation in which students encounter high degrees of uncertainty, while their potential for learning is maximised -- can be used in order to understand the role of negative emotions for entrepreneurship education. Providing examples from courses on entrepreneurship for Engineering and Business Administration students at a German university, we are able to confirm findings of existing literature on the type and sources of emotions. Moreover, our findings suggest that reflection of students on emotional processes that involve the endurance of uncertainty contribute significantly to the achievement of learning outcomes and that -- within the limits of existing learning cultures and guidelines for assessment -- teachers can facilitate such processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01