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theory on entrepreneurship education
theory on entrepreneurship education
theory on entrepreneurship education
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THE CHARACTERISTICS OF MINI ENTERPRISES THAT MOTIVATE STUDENT INVOLVEMENT IN LEARNING ENTREPRENEURSHIP
Entrepreneurship has had its focus only on teaching entrepreneurship using traditional methods but today educators have brought forward methods of teaching that are action oriented (Rasmussen & Sorheim, 2006). This shortens the long boring theoretical part of teaching but brings active learning in the teaching and learning process. This came about as the use of traditional methods of entrepreneurship education was seen as inadequate (Gibb ,2002). The traditional methods were only mostly theoretical, teacher centered and limited student activity during class time. As the developments continued methods that were action oriented became experiential, problem based and put more emphasis on evaluation by peers of the same learning group.
EXPERIANTIAL
Different studies have successfully been able to document how experiential learning approaches are relevant to the subject of entrepreneurship (Heinonen and Poikkijoki, 2006). Experiential approach to learning entrepreneurship is seen as the best way to learn the subject of entrepreneurship (Taatila, 2010). According to Cherry (2014) Kolb defines experiential learning as a practice in which the knowledge that people hold is created through the renovation or makeover of experience, it falls out from the strong
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Besides being hands on in the business, learners who participate in mini enterprises according to experiential learning can learn through observation of others in the same mini enterprise group. The fact that the learners decide for themselves how they want to learn is the highest motivational element of experiential learning. Some learners in the mini enterprise collaborative work can decide if they want to transform their knowledge by reflective observation or active
When analyzing the personality, cognitive, social, and behavioral features which differentiate successful entrepreneur and unsuccessful entrepreneur, one would have to look at the Bandura’s social cognitive theory in association with the triadic reciprocal determinism as a measure of determining behavioral, personal, and environmental factors which increases experiences which leads to critical thinking and observing every situation or challenges as a opportunity. I believe this theory is greatly associated with personality, cognitive, social, and behavioral aspects of an entrepreneur characteristic are linked to the bidirectional of influences bases on their behavior, environment, a different situational creations which increase learning and developing analyzing in a particular way. According to Gaimon and Bailey explains how one may adopt a dynamic learning perspective of entrepreneurship through gained knowledge’s and activities through life cycles and experiences. (p. 1429).
I found Kolb's (1984) model of experiential learning a useful way to summarize the process if individual learning. The cycle begins when we each experience the world through our senses. Kolb calls this step ‘concreate experience', to indicate that he does not mean the various experiences we have through books or plays, but real-world experiences. Examples of concrete experience could be as varied as sitting through a boring meeting or suffering the distress of losing a job. Kolb suggest that to learn from our experiences we must engage in a second step of consistency reflecting on what has occurred. This step he calls ‘reflective observation'. We are able to reflect on much less than what occurred in the actual experience. Reflection is selective and influenced by our expectations. The third step in the learning cycle is making sense of what we have experience. In other words, ‘abstract conceptualization'. The final step in Kolb's model is ‘active experimentation'. At this step, we test out the meaning that we have constructed by taking action in the world – which then leads to new experiences. Kolb has shown that over time we tend to get more proficient at some steps of the process that at others, thus we develop a learning style preference. Kolb has noted all the steps are necessary, the smallest alteration to any of these steps can make the learning process less
Raelin (2000) writes that work-based learning can be illustrious from usual classroom learning in many different and important ways. Firstly, work-based learning is focuses in the region of reflection on work practices; it is not just about a subject of gaining a set of technical skills, but also about a case of reviewing and getting knowledge from experience. Secondly, work-based learning outlook learning as forthcoming from your action and problem solving inside a working environment, and so it is cited on live projects and challenges to individuals and organizations.
McCarthy, M. 2010. Experiential Learning Theory-From Theory to Practice. Orland. Available from http://www.gimi.us/CLUTE_INSTITUTE/ORLANDO_2010/Article%20111.pdf [Accessed 2nd December 2010]
The Strength of Situational learning theory is the learning revolves around real-world problems in a rich, meaningful setting. A weakness in the theory is the group environment, if a learner is not engaged or has insufficient social skills the learning will be hindered. This learning theory lends itself to interdisciplinary learning through its need for higher-level, project-based learning. Like the Social and Cognitivism learning theories Situational learning requires the student to be an active participant in their learning, unlike Behaviorism which uses a passive learning
He stated that people learn in two different steps, inputting information and process information. The Learning Theory defines experiential learning as: ‘the process whereby knowledge is created through the transformation of experience’ and is continuous (Kolb 1984). (Chan, 2012) In this cycle, there are four cycles. Concrete Experience (CE) Participates in an experience, Reflective Observation (RO) Makes sense of the experience, Abstract Conceptualization (AC) Makes generalizations, develops theories, Active Experimentation (AE) Implements new action experiments with new ways. Also, there are four definition types of learning. Accommodators (CE/AE) Learn primarily by hands-on, Diverger (CE/RO) Observe rather than take action, Assimilators (AC/RO) Focus more on abstract ideas and concepts than people, and Converger (AE) Practical application of
Kolb’s Theory of Experiential Learning describes learning as a process, a 4 stage cycle in which learning is grounded in experiences. Learners move through phases of concrete experience, rereflective observation, abstract conceptualization, an active experimentation as they learn new tasks(Nilson, 2010).
There has been a large amount of attention paid to the subject of entrepreneurship in the last few years; mainly because most people have chosen to go from working for somebody else, to be their own bosses and work for their dreams. Nevertheless, many still wonder what is entrepreneurship and what is that sets entrepreneurs apart from other regular business owners. At first, it seems both concepts do not differ much from each other since they both start up and run businesses and assume risks to pursue opportunities; however, there are certain traits that difference them.
List and discuss the 4 most important lessons that you have learned about entrepreneurial thinking this semester in this class. Describe why you find these lessons important and how this knowledge has impacted you. Use specific examples from our class – readings, videos, discussions, activities, etc. Don’t forget to elaborate on your thoughts as you fully discuss your ideas and opinions. (Long answer – multiple paragraphs
This method is known as learning by doing. Since the method of training is experiential and highly interactive, the students imbibe the skills and attributes over the duration of the program in a gradual and subtle way. The students not only learn the skills and attributes but also internalize them over a period of time. Internalization ensures that the skills and attributes that they have acquired over a period of time gradually become part of the students’ nature. Subtle changes are bound to occur in their behaviour and outlook, and these will make them more self-assured and confident. Moreover, the behaviour changes will be gradual and natural and will not appear to be artificial. Thus, the changes in them will be genuine and positive. These welcome changes will further help the students in their personal as well as professional life and help them lead a successful and prestigious
The learning in the workplace can took place by formal learning, informal learning, and incidental learning. Formal learning is associated with organised training and development programmes (Manuti, et al., 2015). Informal learning is the natural learning process in everyday experience, which is spontaneous, flexible, and not supported directly by the organisation (Kyndt, et al., 2016). Incidental learning, on the on other hand, is the by-product of the learning process - through one’s experience and environment – which was not intended (Marsick & Watkins,
In the first stage of growth, the founders of an organization develop skills and create new products. Learning is a huge component of this phase of organizational growth. Entrepreneurs learn what works and what doesn’t. People’s behaviors are governed by organizational culture rather than by hierarchy (Jones, 2010).
Since we talked many ways and type of adult learning. In the sixth chapter,I recognized that experiences are so important to adult learning. Deway (1963)pointed out “not all experience are educative, some experiences may be the factor of leading a wrong way and I do really agree with this statement. Then, the next section described Kolb’s model of learning by experiences. Meanwhile, other adult educators developed three models from different perspectives. Jarvis(2006) considered the deep into a processing ; Tennan and Pogson(1995) tried experiential learning in an instructional angle ; Fenwick(2003) more prefer put philosophical lens of viewing the experiential learning. This is the most engaged part to learning. While the next section about “reflective practice ad situated cognition” was distanced of learning in this chapter. That is not means I repudiate these are two other ways to explore the relationship between experience and learning, it need to be
The success of a business is greatly dependent on its entrepreneur. An entrepreneur is someone who takes the financial risk of starting and managing a new business venture. In order to be a successful entrepreneur, one must be ready to take a risk and invest one’s own savings into a business. The job requires that the individual be ambitious and committed to working hard in order to achieve the set targets. A successful entrepreneur is able to multi-task and communicates effectively with people, possessing leadership qualities such as confidence and motivation. The individual must play the role of constant motivator and inspire employees to improve their work performance, whilst ensuring a comfortable environment for the employees to work in. According to Schumpeter (1982), an entrepreneur is more of a ‘heroic’ than an ‘economic’ figure; his motivation should not solely be monetary, rather stemming more from inspiration and ambition.
Entrepreneurship is a key driver of our economy, wealth and the majority of jobs are created through entrepreneurship, and it also helps and educates people in terms of growth and realizing opportunities (Nolan, 2003). Entrepreneurship is also seen as one of the important contributing factor to local development (Nolan, 2003).