sustainability-logo

Journal Browser

Journal Browser

Thinking Entrepreneurially, Thinking Sustainably: How Do We Learn How? Innovative and Responsible Pedagogy in Entrepreneurship and Management Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 January 2022) | Viewed by 17964

Special Issue Editors

1. Department of Pedagogy and Psychology, School of Education and Communication, Jönköping University, Jönköping, Sweden
2. School of Business and Economics, UiT-The Arctic University, 9019 Tromsø, Norway
Interests: educational management; entrepreneurial education; responsible innovation
School of Education, Oxford Brookes University, Oxford, UK
Interests: educational Leadership; student voice and empowerment; ICT in education
Dr. Norris Krueger
E-Mail Website
Guest Editor
Center for Management and Entrepreneurship, University of Phoenix, Phoenix, AZ 85040, USA
Interests: entrepreneurial learning (including neuroscience) and entrepreneurial ecosystems

Special Issue Information

Dear Colleagues,

This special issue will enhance scholarly understanding of how entrepreneurship education needs to adjust, change and develop to address the needs of a changing and complex world.  This world has been described in terms of volatility, uncertainty, complexity and ambiguity (VUCA) (see Petrie 2019) as evidenced in the recent Covid-19 pandemic and other large scale disasters, all placing additional pressures on students and educators.  Focused specifically on the subject of entrepreneurship, this edition of the Journal of Sustainability seeks to pose key questions about an entrepreneurial focused pedagogy for the future which is both innovative, responsive and responsible in offering new solutions to the world problems faced today.

Entrepreneurship can be defined as an “activity that involves discovery, evaluation and exploitation of opportunities for new venture creation to introduce new goods and services, ways of organizing, markets, processes and raw materials through organizing efforts that previously have not existed (Shane and Venkataraman, 2000).  This view implies that entrepreneurship is a process, and that it is learnable. Entrepreneurship education (EE) can be defined as “developing the mindset, skill set, and practice, necessary for starting new ventures” (Neck and Corbett, 2018: 10), as value creation (Blenker et al. 2011, Lackèus, 2016; Vestergaard et al., 2002) and is viewed   as key competence for lifelong learning (European Commission, 2006).According to Neck and Corbett (2018) EE is now on a tipping point where it is essential to build a knowledge base on teaching and learning entrepreneurship that can aid educators in their teaching development. This is echoed by Fayolle (2018) who suggest it is time to critically reflect upon practices and assumptions of EE that are taken for granted.  

Entrepreneurship education has been offered at all levels of schooling from primary, secondary, through to graduate university programs.  Its aim and purpose is to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings.  However, with the uncertainty and challenges facing world order we propose that it is time to rethink entrepreneurship education.  It is time to seek, as the international Council for Small Business (ICSB)  stated in their post of  May 23rd, a more humane approach to entrepreneurship in practices encompassing  ‘empathy, equity, empowerment, and enablement for all’ (ICSB:2020).

 “As the world retreats inward, both business practices and consumer habits have significantly shifted. Consumers are starting to recognize the value of being able to expend their resources while concurrently awakening to the troubles that small businesses globally face. As for businesses, many have also reflected on their values and practices, deciding where to make cuts and how to demonstrate employee-value, (and customer (our insert) at this time.  We have all been influenced by this global reset”. (ICSB:2020) 

We need a pedagogy that embeds ethical, social, and environmental concerns in entrepreneurship education. This requires readjustment, change and new tools to ensure that would-be entrepreneurs develop and realize businesses, responsive to the needs of society. To do so, we lean on the vocabulary from responsible innovation: to broaden stakeholder inclusion early in the innovation process, which is important to enhance business visions, purposes, issues, and dilemmas for wide and collective deliberation through the processes of dialogue, engagement, and debate (Owen et al., 2013). Lean models of innovation and agile method emphasize user inclusion at early stages and continuous interactions during the whole process (Ries, 2011; Cooper, 2017). Users or stakeholder represent  a spectrum of innovation behaviors and can considerably contribute to entrepreneurial process via being informed, involved or even innovating together with entrepreneurs (von Hippel, 2016; Iakovleva et.al., 2019). Ability to invite and to hear those voices to anticipate the possible solution becomes one of the most crucial skills entrepreneurs need to successfully launch their innovation to the market. Florèn et al. (2017) argue that innovation projects failures often occur due to too early lock-ins in the “fuzzy front end” of innovation, when dominant designs were established too early without enough inputs or experimentation. Thus, the principles of responsible innovation (anticipation, inclusion, and reflection (Stilgoe et al., 2013) fit well and add to well-accepted methods that allow flexibility and prolonged design space for innovation processes.    

In the aftermath of Covid-19 pandemic and other world challenges we foresee that pedagogy pertinent to entrepreneurial education in the higher education sector, will need to change in order to be more attuned to, aware of, and capable of including stakeholders.  Thus, this SI calls for the attention to responsible entrepreneurship education. 

We welcome submissions from a variety of disciplines, including pedagogy, entrepreneurship, innovation and management.  Both conceptual and empirical papers will be considered.  This special issue aims to offer a series of articles that encourage theoretical development and empirical examination of topics including:

  1. How does entrepreneurial education need to change and adapt to meet the needs of learners in a period of global uncertainty? What are the skills and mindset needed to figure out opportunities, evaluate & iterate, and ultimately execute them? How do we best learn them? How do we assess that learning?
  2. What role does the Higher Education sector have in promoting entrepreneurial approaches that will result in responsible business practices? 
  3. What does responsible pedagogy even mean in reality, for educators, students and stakeholders?
  4. How can the elements of responsible innovation (anticipation, inclusion and reflection) be integrated in management education? 
  5. How can an education built on responsible innovation principles enable humane entrepreneurship and innovation practices?
  6. How can a curriculum built on inclusion of stakeholders prepare students for acting responsibly in work life?

References

Blenker, P., Korsgaard, S., Neergaard, H. & Thrane, C. (2011)  The questions we care about: paradigms and progression in entrepreneurship education. Industry & Higher Edu cation, 25 (6), 417-427.

Browne, L. (2020) Educational Change in Times of Challenge: a practice first theory informed guide to educational leadership. Oxford: David Fulton

Cooper, R. G. (2017). Idea-to-Launch Gating Systems: Better, Faster, and More Agile: Leading firms are rethinking and reinventing their idea-to-launch gating systems, adding elements of Agile to traditional Stage-Gate structures to add flexibility and speed while retaining structure. Research-Technology Management60(1), 48-52.

Fayolle, A. (2018) Personal views on the future on entrepreneurship education. In A.J. Fayolle (Ed.), A Research Agenda for Entrepreneurship Education.Cheltenham, UK:Edward Elgar Publishing.

Florén, H., Frishammar, J., Parida, V., & Wincent, J. (2018). Critical success factors in early new product development: a review and a conceptual model. International Entrepreneurship and Management Journal14(2), 411-427.

Gambardella, A., Raasch, C., & von Hippel, E. (2017). The user innovation paradigm: impacts on markets and welfare. Management Science63(5), 1450-1468.

Goodman- Benito, J.& Kursonova, A. & Halme, N. (2017) Our Collaborative Future: Activities and roles of Stakeholders in Sustainability- Oriented innovation. Business Strategy and the Environment, 19 (3), 164-181.

Iakovleva, T., Oftedal E.M., Bessant, J. (2019) Responsible Innovation in Digital Health. Empowering the Patient. Edward Elgar.

Kazadi, K., Lievens, A., & Mahr, D. (2016) Stakeholder co- creation during the innovation process: Identifying capabilities for knowledge creation among multiple stakeholders. Journal of  Business Research, 69 (2), 525-540.

Lackèus, M. (2016) Value creation as educational practice-towards a new educational philosophy grounded in Entrepreneurship? Doctoral thesis. Chalmers university of technology, Gothenburg, Sweden.

Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning & Education16(2), 277-299.

Neck, H.M., & Corbett, A.C. (2018) The scholarship of teaching and learning entrepreneurship. Entrepreneurship Education  and Pedagogy, (1) 1, 8-41.   

Owen, R., Stilgoe, J., Macnaghten, P. Gorman, M., Fisher, E., Guston, D.  A framework for responsible innovation. in Owen, R. & Bessant, J.  (2013) Responsible Innovation: Managing the Responsible Emergence of Science and Innovation in Society. Chichester: John Wiley & Sons,

Petrie, N. (2019) Future Trends in Leadership Harvard University; Centre for Creative Leadership

Ries, E. (2011). The lean startup: How today's entrepreneurs use continuous innovation to create radically successful businesses. Currency.

Shane, S. & Venkataraman, S.(2000). The promise of entrepreneurship as a field of research. Academy of Management Review, 25(1), 217- 226. 

Stilgoe, J., Owen, R. & Macnaghten, P. (2013). Developing a framework for responsible innovation. Research Policy, Vol.42(9), pp.1568-1580.

Von Hippel, E. (2016). Free innovation. MIT press.

Vestergaard, L., Moberg, K. & Jørgensen, C. (2012) Impact of Entrepreneurship education in Denmark – 2011. The Danish foundation for Entrepreneurship – Young enterprise.

Prof. Dr. Lene Foss
Prof. Dr. Liz Browne
Dr. Norris Krueger
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • responsible innovation
  • pedagogy
  • humane entrepreneurship
  • sustainable entrepreneurship
  • entrepreneurial mindset
  • entrepreneurial skills
  • responsible management
  • responsible business practices

Published Papers (5 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

Jump to: Review

13 pages, 784 KiB  
Article
Sustainability Alumni at Work—Interviews on Educated Sustainability Professionalism
Sustainability 2022, 14(22), 14774; https://doi.org/10.3390/su142214774 - 09 Nov 2022
Viewed by 1051
Abstract
Education is widely recognized as a key ingredient in furthering society-wide sustainability transformation. Although there has been extensive research on higher education for sustainability, the qualitative outcomes of sustainability-focused education are less robustly interrogated. As more students graduate from sustainability-specific programmes, it should [...] Read more.
Education is widely recognized as a key ingredient in furthering society-wide sustainability transformation. Although there has been extensive research on higher education for sustainability, the qualitative outcomes of sustainability-focused education are less robustly interrogated. As more students graduate from sustainability-specific programmes, it should be asked: what kind of professionals are they and how do they operationalise sustainability at their work? This paper studied career paths and professionalism in the emerging professional field of sustainability, using semi-structured, in-depth interviews of 19 alumni of a master’s level sustainability-specific programme. The interview results reveal that professionalism in sustainability is based on ideals that appear to oppose or conflict the norms and values of several fields in which sustainability is applied. The results also show that the professionals often face challenges in practising sustainability in the workplace but have found strategies to manage these challenges. Finally, the alumni suggested that the sustainability profession is poised between being a specialisation orientation in other recognised fields and a generalist approach that takes sustainability itself as the specialisation practicable in several different fields. Full article
Show Figures

Figure 1

14 pages, 476 KiB  
Article
EntreComp Questionnaire: A Self-Assessment Tool for Entrepreneurship Competencies
Sustainability 2022, 14(5), 2983; https://doi.org/10.3390/su14052983 - 03 Mar 2022
Cited by 14 | Viewed by 6874
Abstract
The European Entrepreneurship Competence Framework (EntreComp) offers a comprehensive description of the knowledge, skills, and attitudes that people need to develop for an entrepreneurial mindset. The use of the framework as a self-assessment tool has garnered attention, but there is scarce presence of [...] Read more.
The European Entrepreneurship Competence Framework (EntreComp) offers a comprehensive description of the knowledge, skills, and attitudes that people need to develop for an entrepreneurial mindset. The use of the framework as a self-assessment tool has garnered attention, but there is scarce presence of instruments that address the whole set of competencies proposed by Entrecomp. In view of the lack of specific tools, the objective of this research was to assess the evidence of validity and reliability of a new questionnaire. The sample was composed of 742 college students from several Spanish universities between 17- and 64-years-old, with 34.6% being men and 65.4% being women. To evaluate the validity based on relationships with other measures, the Entrepreneurial Intention and Entrepreneurial Self-Capital scales were also administered. Confirmatory factor analysis showed an internal structure made up of four dimensions: Ideas and Opportunities, Personal Resources, Specific Knowledge, and Into Action. The results showed satisfactory evidence of validity based on relationships with Entrepreneurial Intention and Entrepreneurial Self-Capital and good reliability. The questionnaire has good psychometric properties and can be an easy and useful tool for the self-assessment of entrepreneurial competencies within the EntreComp framework. Full article
Show Figures

Figure 1

14 pages, 286 KiB  
Article
The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors
Sustainability 2021, 13(22), 12871; https://doi.org/10.3390/su132212871 - 21 Nov 2021
Cited by 14 | Viewed by 2755
Abstract
Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the [...] Read more.
Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide. Full article
17 pages, 286 KiB  
Article
Entrepreneurship Education as a Strategy to Build Regional Sustainability
Sustainability 2021, 13(5), 2529; https://doi.org/10.3390/su13052529 - 26 Feb 2021
Cited by 10 | Viewed by 1985
Abstract
Entrepreneurship education (EE) is a means to create economic activity and is of importance in the development of rural regions. Entrepreneurship education is generally conducted by three different methods: (1) teaching students about entrepreneurial themes, (2) developing the capabilities of becoming a successful [...] Read more.
Entrepreneurship education (EE) is a means to create economic activity and is of importance in the development of rural regions. Entrepreneurship education is generally conducted by three different methods: (1) teaching students about entrepreneurial themes, (2) developing the capabilities of becoming a successful entrepreneur for enterprise and (3) developing capabilities through enterprise by which persons learn through experience and discovery. Our research question is; How does education through entrepreneurship fit as a way to meet the needs of start-ups in a rural context? We follow an entrepreneurial case programme in our study by conducting observations of and interviews with 26 persons involved in the programme. Our findings are that participants consider the programme as an important contribution to the local/regional entrepreneurial ecosystem. However, it is also described as a short-lived ecosystem, from which the participants mostly benefit while on the programme and to a lesser degree afterwards. Sustainability plays a part in attracting participants but to a lesser degree forms the educational content and evaluation parameters. Our study contributes to the discussion of how education through entrepreneurship is organised as an accelerator programme to help start-ups in a rural context. Full article

Review

Jump to: Research

26 pages, 2080 KiB  
Review
Competence Frameworks of Sustainable Entrepreneurship: A Systematic Review
Sustainability 2021, 13(24), 13734; https://doi.org/10.3390/su132413734 - 13 Dec 2021
Cited by 13 | Viewed by 3494
Abstract
The importance of the transformation to a sustainable economy for the protection from global crises such as climate change is widely recognized. Sustainable entrepreneurs are considered to play a key role in this transformation process as they create innovative market solutions with ecological, [...] Read more.
The importance of the transformation to a sustainable economy for the protection from global crises such as climate change is widely recognized. Sustainable entrepreneurs are considered to play a key role in this transformation process as they create innovative market solutions with ecological, social, and economic value. So far, there is no consensus on competences students need to solve sustainability challenges as sustainable entrepreneurs. The aim of this article is to identify competence frameworks that enable competence-oriented education of future sustainable entrepreneurs. An academic search engine and a bibliographic database were screened for documents written in English and published between January 2010 and November 2020 to identify the existing competence frameworks discussed in the current literature in the field of Sustainable Entrepreneurial Education (SEE). The review process led to a set of 65 empirical and nonempirical works on SEE. A computer-assisted qualitative data analysis was used for this review. The data analysis showed an increasing number of SEE articles published over the last decade mostly in scientific journals (69.2%). Fifty-six (86.2%) of publications related to tertiary education. The data analysis revealed three stand-alone competence frameworks for Sustainable Entrepreneurship (SE). The frameworks show an overlap in content but differences in terms of construction, validation, complexity. All competence frameworks were developed for use in higher education institutions, which necessitates adaptation for use in other educational institutions. The analysis of 28 SEE interventions identified in the literature provides information on the reception of the frameworks for competence-based teaching and assessment. Full article
Show Figures

Figure 1

Back to TopTop