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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Teaching Entrepreneurship: Cases for Education and Training

Teaching Entrepreneurship: Cases for Education and Training

Ridder, Annemarie
Blaauw, Gerben
Van Der Sijde, Peter

Hardcover

Series: Contributions to Management Science

Business GeneralGeneral EducationGeneral Psychology

ISBN10: 3790820377
ISBN13: 9783790820379
Publisher: Physica-Verlag
Published: Sep 12 2008
Pages: 133
Weight: 0.75
Height: 0.50 Width: 6.20 Depth: 9.30
Language: English
Entrepreneurship that is something you learn in practice. Entreprene- ship is learning by doing. This is often heard when you tell others that you teach entrepreneurship, but maybe entrepreneurship is more doing by learning. Nevertheless, in entrepreneurship practice and theory are int- woven. For this reason the Learning Cycle introduced by Kolb (1984) is an often used teaching approach. According to this Learning Cycle there are four phases (cycle) that are connected: 1. Concrete experience (doing, experiencing) 2. Reflection (reflecting on the experience) 3. Conceptualization (learning from the experience) 4. Experimentation (bring what you learned into practice) In teaching you can enter this cycle at any stage, depending on the students. And that brings us to the different types of students. Based on Hills et al. (1998) a plethora of student groups can be distinguished (of course this list is not exhaustive), e.g: Ph.D. students, who do a doctoral programme in Entrepreneurship; the emphasis is on theory/science. DBA students, who do a doctoral programme that is, in comparison to the Ph.D. more practice oriented. MBA students, who take entrepreneurship as one of the courses in their programme. Most of the time MBA students are mature students, who after some work experience return to the university; the programme is practice oriented.

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