Teaching Entrepreneurship
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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.
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Chapter 11: Exercises to practice reflection

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

Extract

This multi-part exercise can be offered in various time configurations. At its fullest form, it is conducted for 30 minutes each at seven different times across a semester, with the last offering given towards the end of the course. During the first exercise session a reflective framework is introduced that includes a set of dimensions to consider when reflecting. These dimensions serve as content guides. This is followed by a process guide, and for each of the first several sessions a different process for a reflective exercise is introduced. For 30 minutes the students are asked to reflect on their work in the class to date, using the assigned framework dimension and the process of the day. On the seventh time, the content assignment is changed to reflecting on the reflective experiences in order to consider which dimensions of the content framework and which reflective process best fit the learning style and promote the reflective practice of each individual student across a range of tactile and cognitive approaches. (For a summary of content framework dimensions and processes see Table 6.3 in Chapter 6.) Shorter versions of this exercise may be developed to match the time allotted by selecting a subset of content framework dimensions and a smaller number of reflective processes.

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