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Jan P. Warhuus, Helle Neergaard and Claus Thrane

This chapter addresses two important issues: (1) what are the main elements of an experiential-type entrepreneurship course, and (2) how can knowledge about entrepreneurial behavior inform how the content of each element is designed? In addressing these issues, we draw on a course design project in higher education that has been evidence-based developed, formally tested during three summer-school programs, and further refined in the intermediate academic years. Grounded in this work, we propose a course design framework that consists of six temporal phases. These phases are based on what entrepreneurs do and how they behave; and are grounded in the view that entrepreneurship is an every-day practice where individuals meet the world and co-develop opportunities, and pursue these opportunities in an effectual manner. We also we propose a route to implementation through discussions of tested class exercises and homework assignments. Further, we emphasize entrepreneurship as a method, and learning this method requires more than just doing, to which student reflections are a key aspect. We do not argue that this design is the best approach, but that it is practically and theoretically coherent and therefore can address typical barriers to designing, offering, and participating in these types of courses.