Chapter 10: The reflective novice entrepreneur: from habitual action to intelligent action using experience-based pedagogy as a vehicle for change
It has for long been argued that entrepreneurship demands a different pedagogical approach, which is action-oriented and experiential. However, learning through and from experience is not only to engage in action – as the fundaments for grasping actions taken has been positioned as a triangulation between the experiences gained, the conceptual knowledge that could explain the action, and reflective thinking. This in turn creates a bridge between theory and practice to develop knowledge and insights for future learning. This chapter adopts a mixed-method approach based on a dominant and simultaneous design, where the qualitative data in the form of reflective diaries are dominant, but complimented by a pre-, mid- and post-survey on reflective thinking. The study provides evidence of the importance to develop abilities of reflective thinking for developing entrepreneurial knowing when adopting an experience-based pedagogy. The study acknowledge a pattern for developing reflective thinking, based on developing conceptual understanding early in the learning process, which is then used to develop skills from the entrepreneurial experiences gained. Through development of reflective thinking the students develop self-awareness and are able to apply and adopt theoretical insights to actions taken, and as a result increase their abilities to take intelligent actions in future uncertain situations.
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