Strategic Choices in the Design of Entrepreneurship Education: An Explorative Study of Swedish Higher Education Institutions

Autor/inn/en	Zaring, Olof; Gifford, Ethan; McKelvey, Maureen
Titel	Strategic Choices in the Design of Entrepreneurship Education: An Explorative Study of Swedish Higher Education Institutions
Quelle	In: Studies in Higher Education, 46 (2021) 2, S.343-358 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zaring, Olof) ORCID (Gifford, Ethan) ORCID (McKelvey, Maureen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1637841
Schlagwörter	Ethnography; Strategic Planning; Higher Education; Instructional Design; Universities; Foreign Countries; Educational Policy; Program Descriptions; Alumni; Outcomes of Education; Taxonomy; Innovation; Multivariate Analysis; Theory Practice Relationship; Sweden + Suchen Sie Ihr Suchwort? Ethnografie; Strategy; Planning; Strategie; Planung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; University; Universität; Ausland; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Taxonomie; Multivariate Analyse; Theorie-Praxis-Beziehung; Schweden
Abstract	This article proposes a taxonomy of entrepreneurship education, with the aim of enhancing our understanding of how higher education contributes to society. Entrepreneurship education programs have become a prominent feature in the curricula of many universities and business schools. Often it is developed in parallel with national policy, as described for our empirical context of Sweden. We identify four types using broad principles in terms of four different key variables described within. To identify our proposed types, we perform a cluster analysis of all 37 universities with entrepreneurship educations in one country. Previous literature provides mixed evidence about entrepreneurship programs' effect on the likelihood of alumni starting a business afterwards. Our contribution is to specify this taxonomy through broad principles, leading to interesting questions about the competing goals between theory and practice in learning outcomes. We conclude with suggested directions for future research and implications for higher education policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01