Colin Jones and Harry Matlay
This chapters calls for greater concern to be given to the process of transformational learning in entrepreneurship education, drawing upon the seminal works of Mezirow to highlight the challenges of seeking transformative learning outcomes in entrepreneurship education. Further, this chapter reconceptualises the notion of constructive alignment to context of entrepreneurship education where experiential learning is commonly used, increasingly with the process of heutagogy. The chapter concludes with consideration of the increasing importance of purpose, choice and altered educator and student roles in entrepreneurship education. Ultimately, this chapter draws attention to those factors that ultimately underpin the possibility of transformational learning in our domain of education.
Alain Fayolle and Harry Matlay
Harry Matlay and Alain Fayolle
Edited by Alain Fayolle and Harry Matlay
Dafna Kariv, Harry Matlay and Alain Fayolle
Projections for coming entrepreneurial trends predict that artificial intelligence (AI) will be a thriving area for innovation; the evolution of the Internet of things will have more impact on the economy; the digital twin will take on vast importance, and Blockchain technology promises to change applications in government, healthcare, content distribution, and the supply chain (Cearley et al., 2017; Armstrong, 2018). These innovations, among other emerging entrepreneurial endeavors, will result in vast market disruption and innovation-driven growth; in Bower and Christensen’s (1995) terms, these trends encompass ‘disruptive innovation’. While the entrepreneurial landscape is fraught with constant bursts of innovation that reciprocally propel development of progressive modes of production, technology and business dynamics, entrepreneurship education (EE) does not reflect these innovations. The expectation is that EE will provide the relevant entrepreneurial-driven knowledge, skills and abilities (KSAs), along with agile, creative mindsets and other psychological aspects (for example, self-effacement, motivation, intentions) to enable the implementation of such innovations into a viable, entrepreneurial business. However, research shows that EE for adult entrepreneurs still pursues conservative models, rather than forward-looking ones. This discrepancy between entrepreneurship and EE is echoed throughout the program types: the market is witnessing a gigantic outpouring of enabling systems (Matlay, 2006, 2008; Politis, 2005; Winkler et al., 2018), such as incubators, accelerators, academic programs for entrepreneurs, co-working spaces, corporate-based innovation centers, impact hubs, scaling accelerators, and digital accelerators, among others, but this substantial flux brings with it the question of relevant preparation for the entrepreneurial journey. The massively growing number of programs seems confusing to the learner-entrepreneurs, who need to determine which program will fit their needs as well as those of their stakeholders (Bischoff et al., 2018; Kariv et al., 2018; Steiner et al., 2018). Taken together, while entrepreneurship is characterized by vast innovation and boosted developments, the consequent implementation performance, which is attained through EE, is lagging behind due to the existing conventional EE modalities. These incongruities are the impetus for this book’s undertaking: to bring fresh views and perspectives on these prevailing gaps by illustrating innovative pedagogies and innovative programs through research studies, springing from an array of academic approaches, from various countries and various entrepreneurship programs. Specifically, this book aims to bridge some of the existing and evolving gaps between the entrepreneurship landscape and EE, to introduce a ‘disruptive innovation’-based look into EE, thus providing the groundwork for a better, more vigorous fit between the learners’ needs and EE focuses. This book offers new concepts and cases embodying EE and entrepreneurship learning (EL) in different countries, thereby covering a wide range of educational undertakings for entrepreneurs. The book aims to provide convergent, rather than divergent, perspectives on EE and EL. It sets out to deliver a constructive and focused research and learning agenda that closely matches the education and learning needs of nascent entrepreneurs and the corresponding programs that are being offered at all levels of the educational system.
Methods, Teachers and Innovative Programmes
Edited by Alain Fayolle, Dafna Kariv and Harry Matlay
Navjot Sandhu, Javed G. Hussain and Harry Matlay
This chapter investigates the relationship between small/marginal farmers and various informal lenders in the Indian Punjab. The authors examine pertinent aspects of lending practices relating to informal providers’ decision-making processes when lending to farmers. The findings indicate that financial lending structures, as well as borrowing decisions, depend largely upon a number of difficult-to-quantify factors such as culture, caste, family size, education, reputation and relational lending practices which are prominent amongst both formal and informal lenders. Informal lenders represent a dedicated and bespoke source of finance, a well-established ‘institution’ for several generations and serve a large population of small/marginal farmers. Hence in order to minimize adverse outcomes and improve access to finance, there is a need to regulate the informal lending sector of India.