Teaching Entrepreneurship

Teaching Entrepreneurship

A Practice-Based Approach

Heidi M. Neck, Patricia G. Greene and Candida G. Brush

Teaching Entrepreneurship moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world. Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 42 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum.

Chapter 6: The practice of reflection

Heidi M. Neck, Patricia G. Greene and Candida G. Brush

Subjects: business and management, entrepreneurship, management education, education, management education

Extract

This entire book is based on the proposition of approaching the teaching of entrepreneurship as a method: one which goes beyond understanding, knowing, and talking to focus on specific sets of practices, namely those of creation, reflection, experimentation, play, and empathy. As we shared in Chapter 1, each of our designated elements of practices is characterized by a shared set of criteria. Each involves a heavy emphasis on doing along with a recognition of the importance of intentional iteration. We found it most intriguing to think through the idea of reflection as a practice, particularly around the area of "doing." In other words, thinking is a form of doing. The practice of reflection actually is supported, at least to some degree, by each of the other practices. Reflection is required in play, empathy, creation, and experimentation. Because of this we believe that reflection is the pathway to our notion of synthesis discussed in Chapter 1 - a synthesis of theory and practice, a synthesis of thinking and acting, a synthesis of learning and doing. The practice of reflection is arguably the most important of all the practices for entrepreneurship education. As we have illustrated throughout the previous chapters, entrepreneurship coursework based on a method of practice requires continuous doing. An environment is created where students are taking action in order to learn. Such an environment creates an accelerated pace of student activity and can often be perceived as having "little time to think."

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