The Annotated
Bibliography on The Pedagogy of Entrepreneurship Education
Antonius
Tanan
I have been in the
entrepreneurship education for more than 6 years. I have a privilege to be the
President of University of Ciputra Entrepreneurship Center and I do my journey
in this field I feel that the pedagogy of entrepreneurship education needs more
rigorous theories. It is one of the reason I enroll in this Adult Education
program of Penn State. I decided to review literature and internet search from
the year 1990 up to the 2008, my purpose is to find a consistent concept from
one year to another. After I did my research and wrote this Annotated
Bibliography I have three conclusions. One, learning by doing is a consistent
methodology of education that mentioned in all writings especially when the
purpose of the education is new venture creations. Two, entrepreneurship
education is a growing trend all over the world. I can find the writing from
many part of the world. Three, we need to create more researches that can
produce more solid theories for the popular “learning by doing” methodology in
entrepreneurship education. It is true
what was stated in the report on Entrepreneurship Training and Entrepreneurial Learning in Europe (http://www.entredu.com/tiedostot/final_report.pdf): “this brings great challenges to
educator in the field of entrepreneurship as only few educators are experienced
enough in entrepreneurship and pedagogy at the same time’.
Annotated
Bibliography
Rushing.W.F.(1990).Entrepreneurship and
Education. Kent (ed). C.A.Entrepreneurship
and Education: Current Developments, Future Directions,29-39.
Rushing reflected the
entrepreneurship education movement in the US and he stated since 1980
entrepreneurship has emerged as an important element in the dynamics of modern
economies. As a result, entrepreneurship education has become an important
issue. Rushing pointed out that entrepreneurs have certain “qualities” which
should be part of the objectives of the education itself. He believes that some
entrepreneurial qualities can be enhanced through formal education by
implementing active programs. This article shows that the understanding of the
importance of learning by doing for entrepreneurship education had been
discussed long time ago. In my opinion learning by doing is not the only
method. However the place of methodology is after the objective. The learning
by doing method, it is suitable for those who have an objective to be entrepreneurs
but for those who just want “to know” entrepreneurship, they can skip the
learning by doing and spend more time in collecting the information through a
more “traditional method”.
-----------------------------------------------------------------------------------------------------------------------
Jordaan.J.W.(2000).The Challenge of
Integrating Entrepreneurship in Tertiary Agriultural Education: A South African
Experience. Retrieved from http://www.google.co.id/url?sa=t&source=web&cd=1&ved=0CBcQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.122.6762%26rep%3Drep1%26type%3Dpdf&ei=JhYTTq--MofMrQehrIWIBA&usg=AFQjCNFcMUoNROsTzXZbZ0Z4V4RyqVFvQQ
The writing was presented in the 10th global Internationalizing Entrepreneurship
Education and Training Conference, Tampere, Finland, 10 – 12 July 2000. Jordaan
started by a sharing that
the South African agricultural sector went through a state of continuous change
and it created challenges to the traditional mindset of farmers as an
"agricultural producer" to an "agricultural entrepreneur".
It is why very important to introduce entrepreneurship in tertiary agricultural
education. From his research the author wrote there
is no single universal model according to which entrepreneurship should be
taught, every context may need different model. However there is a core
entrepreneurial capability, they are the capabilities to deal with an increasingly turbulent and global
environment. The curriculum becoming more difficult in the case of students
enrolling for agricultural education have a diverse background, cultural
differences, non supportive attitudes to entrepreneurship and differences in
scholastic background of students. The school solved these challenges by
integrating entrepreneurship in
curricula in different phases. The educational program follow this sequence: the
introductory phase to influence the mindset of the student towards the
entrepreneurial paradigm, the second phase, the various specialized
agricultural disciplines, the third phase focuses on integration of various disciplines
and the last phase where business plans are developed. This writing provides a
good explanation of entrepreneurship and how entrepreneurship can be blended
into a “traditional field” such as agriculture. It is a good example
for a developing country that a big numbers of farmers.
-------------------------------------------------------------------------------------------------------------
Sanyang.S.S,
Huang.WC.(2005).Entrepreneurship and economic development: the EMPRETEC
showcase. Retrieved from http://www.unctad.org/en/docs/webiteteb20043_en.pdf
This writing is presented in the UNITED NATIONS CONFERENCE ON TRADE AND DEVELOPMENTat 5 January 2005 in Geneva, it also appeared in the International Entrepreneurship and
Management Journal Volume 6, Number 3. Both writers argued
that entrepreneurship
is a source of innovation and change, and as such spurs improvements in
productivity and economic competitiveness. This paper presented that
a comprehensive approach to the promotion of entrepreneurship rests on two
primary pillars: strengthening of entrepreneurial skills and improvement of
entrepreneurial framework conditions. However both writers stated that from
their experiences, the person factors or attitudes and skills is more important
than framework conditions. There is not much discussion on entrepreneurship
education but this paper mentioned a very important aspect of entrepreneurship
education: what is the main theme of the education? Their literature research
found out that three of the most frequently mentioned functional roles of
entrepreneurs are associated with major schools of thought on entrepreneurship
are Risk seeking, Innovativeness and Opportunity seeking. This conception is very important because
it shows that entrepreneurship education is not merely on learning the process
of business creation, it must include the process of transforming the mindset,
attitudes and skill. Students must learn how to deal with risk, how to do
innovation and how to have the skill and habit of opportunity seeking. All of these
competencies must be learned through a personal and real-life setting.
---------------------------------------------------------------------------------------------------------------------------------
Fayolle.A.(2006).Essay on the Nature of Entrepreneurship Education. Retrieved from http://www.kmu.unisg.ch/rencontres/RENC2006/Topics06/A/Rencontres_2006_Fayolle.pdf
Alain Fayolle is
professor and director of the entrepreneurship research centre at EM Lyon
Business School (France) in this essay he try to clarify the question of the
definition of entrepreneurship education, the objectives, contents and methods
used in entrepreneurship courses and programs. Mr Fayolle stated
pedagogy is meant to serve the entrepreneurship teaching objectives and it has
a wide range of pedagogical methods, approaches and modalities. He stated that
there is no universal pedagogical recipe to teach entrepreneurship however he
agreed that “learning by doing” or a real-life situations and learning methods
directly in the field for new venture creation training should be preferred. His
essay did not discuss some theorist on experiential learning such as David Kolb
and J.Mezirow on transformative learning. Since many of his “learning by doing”
examples are closely related to experiential learning and transformative
learning it will interesting to know the view of Prof Alain Fayolle on these
two theorist.
----------------------------------------------------------------------------------------------------------------------
Gibb.A. (2007).Enterprise in Education Educating Tommorrows
Entrepreneurs. Retrieved from http://www.enorssi.fi/hankkeet/yrittajyyskasvatus/pdf/Gibb.pdf
Professor Allan Gibb is the Professor of Small Business from Durham University
(UK). His writing has a focus on a review of the main issues to be considered in
the introduction of the 'entrepreneurship' concept into the educational
curriculum. He defined Entrepreneurship as a sets of behaviours, attributes and
skills that allow individuals and groups to create change and innovation, cope
with and even enjoy higher levels of uncertainty and complexity. He argued it
is not a’ business-like' in the formal administrative sense therefore entrepreneurial
approaches in the classroom will demand high levels of teacher competence. Prof
Allan Gibb concluded that the challenge of entrepreneurship education is to
allow young people to experience and feel the concept rather than just learn
about it in the conventional sense. The leads to emphasis upon a pedagogy that
encourages learning: by doing; by exchange; by copying (and learning from the
experience); by experimentation; by risk taking and ‘positive’ mistake making;
by creative problem solving; by feedback through social interaction; by dramatization
and role playing; by close exposure to role models; and, in particular,
interaction with the outside/adult world. What the readers may miss from this
writing is introduction and explanation of learning theory relates to entrepreneurship
education. The information on the pedagogy is more to grouping of activities
and do not touch the philosophical foundation.
-------------------------------------------------------------------------------------------------------------
Rasheed.H.S. Developing Entrepreneurial Characteristics in Youth: The
Effects of Education and Enterprise Experience. Retrieved from
http://labsel.pesarosviluppo.it/Modules/ContentManagment/Uploaded/CMItemAttachments/Developing%20entrepreneurial%20characteristics%20in%20youth.pdf
Prof Rasheed from the University of South Florida did a literature research
and set a a theoretical framework for entrepreneurship pedagogy and
entrepreneurial characteristics. He tested the framework among 502 intermediate
level students in an inner city public school. The location of the survey was in a
Newark, NJ Public Schools district. He wanted to answer the question
whether entrepreneurship education and experience are effective intervention
strategies. The research concludes that training and enterprising behavior can
have a significant impact on entrepreneurial characteristics. One
important suggestion of Prof Rasheed is the need of the educational system and
the business community to develop and nurture entrepreneurship at an early age.
What we can learn from this research? Firstly it showed that entrepreneurial
characteristics can be encouraged through education and training even there is
no guarantee that the education and training can lead all students to new
venture creations. Secondly the message to develop entrepreneurship education
since early age has many implications. In the case of Indonesia it will demand
a major and massive strategic decision and program from the central government.
It must backup up by a strong political will.
--------------------------------------------------------------------------------------------------------
Frederick.H.H.(2007).Blended Learning in Entrepreneurship
Education in the Asia-Pacific:
A Grounded Theory Approach to
Entrepreneurship Pedagogy.
Retrieved from http://wms-soros.mngt.waikato.ac.nz/nr/rdonlyres/emc5r4zthcudpokgtjdib43giubb6sttsu5pt2672yoo7eqseqa7jhpteeumnllamcpfhgswfghbrn/resource4.pdf
The paper was submitted to the Small Enterprise Conference at 23-26
September 2007. Prof Frederick from Unitec Business School,
Auckland, New Zealand try to answer a bold question
of “What are the key content areas and pedagogical interventions around which
to build a blended learning method for entrepreneurship students (as opposed to
other business students)?”. He did a various researches and his conclusion is
packaged into the Etappe Method of Training Entrepreneurs, In essence, blended
learning is a combination of educational interactions/interventions: (1) live
face-to-face (formal) (e.g. instructor-led classroom); (2) live face-to-face
(informal) (e.g. work teams; role modeling); (3) virtual collaboration/synchronous
(e.g. live e-learning classes); and (4) virtual collaboration/asynchronous
(e.g. web learning modules, video and audio CDs/DVDs; knowledge databases). Blended
learning focuses on optimizing achievement of learning objectives by applying the
“right” learning technologies ; to match the “right” personal learning style;
to transfer the “right”skills; to the “right” person; at the “right” time. This
is an “ideal concept” of entrepreneurship learning in my opinion but it creates two questions. One can this system be distributed
to other countries since the program itself required a high tech provision?
Two, is it an efficient program since the concept may demand a differentiation learning program for each student?
----------------------------------------------------------------------------------------------------
Katz.
A.J. (2007). Education and Training in
Entrepreneurship. Baum.J.R, Frese.M, Baron.R (ed).The Psychology of Entrepreneurship,219-231.
Jerome
A.Katz is an educator and psychologist, after he discussed and the importance,
the background and the rapid growth of entrepreneurship education, Katz
discussed how entrepreneurship education is structured and how entrepreneurship
is different. One important question of entrepreneurship education is “Can
entrepreneurship be taught” and Katz stated “to be sure, entrepreneurship
education can be improved through the inclusion of practicing entrepreneurship
in all phases of the educational process”. Katz as a psychologist has showed to
the readers the role of psychology in the development of entrepreneurship
education what he concluded that “psychological process is central to the
process of entrepreneurship” is true. The process of developing entrepreneurial
mindset, attitudes and skills will not be effective without a deep
understanding of the psychology of the people. Katz has given his specific
contribution to entrepreneurship education as a psychologist.
---------------------------------------------------------------------------------------------------------
Carvalho.L.,Costa.T,, Dominguinhos.
Pedro.,Pereira.R. (2008).Entrepreneurship,
methodologies in higher education an experience in a Portuguese Business
School. Retrieved from http://mpra.ub.uni-muenchen.de/12123/1/MPRA_paper_12123.pdf
Entrepreneurship
education has become a strategy of the European Union since, EU seeit as a
driver for economic growth, competitiveness and job creation and in the long
run terms, entrepreneurship may also contribute for economic and social
development. The Economics and
Management Department Business School (ESCE) Polytechnic Institute of Setúbal
has a confidence in the idea and developed a set of pedagogical
methodologies: “learning by doing”. The activities include entrepreneurial
community’s involvement: bring entrepreneurs to the classroom to talk about
their experiences, contact with local entrepreneurs, company visits, involve
local business organizations in curricula’s design, offer workshops and
seminars, invite business angels and risk capitalists. After researching the
research the writers recommend the use of learning by doing method in
entrepreneurship education and training, it is better than jus traditional
teaching methods. They found that learning from each other, in a flexible way
and informal environment, based on problems solving, discussing alternatives
and learning from mistakes allows students develop and improve skills;
capabilities and attitudes are valuable for their future careers choices to be
or not to be business entrepreneurs. This research again offer a proven that
“learning by doing” is an important strategy in entrepreneurship education
however this field needs more research especially to invent theories on
“learning by doing for entrepreneurship education” itself.
--------------------------------------------------------------------------------------------------
Tidak ada komentar:
Posting Komentar