Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of entrepreneurial outcomes, analyzing ...159 published articles from 2004 to 2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Reconfirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely underdescribe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasized directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mind-set, focus on the impact indicators related to the intention-to-behavior transition, and exploring the reasons for some contradictory findings in impact studies including person-, context-, and pedagogical model-specific moderators.
Demographic changes are putting the healthcare industry under pressure. However, while other industries have been able to automate their operation through robotic and autonomous systems, the ...healthcare sector is still reluctant to change. What makes robotic innovation in healthcare so difficult? Despite offering more efficient, and consumer-friendly care, the assistive robotics market has lacked penetration. To answer this question, we have broken down the development process, taking a market transformation perspective. By interviewing assistive robotics companies at different business stages from France and the UK, this paper identifies new insight into the main barriers of the assistive robotics market that are inhibiting the sector. Their impact is analysed during the different stages of the development, exploring how these barriers affect the planning, conceptualisation and adoption of these solutions. This research presents a foundation for understanding innovation barriers that high-tech ventures face in the healthcare industry, and the need for public policy measures to support these technology-based firms.
Issues concerning destination governance continue to engender much interest and debate in the development of more sustainable forms of tourism. This study explores the implications of a New Public ...Management approach to tourist destination governance in the historic City of York. Using secondary data, as well as drawing on interviews with a range of destination stakeholders, this study seeks to understand how market ideology is, via the notion of New Public Management, transforming tourism governance in the city. Rather than leading to greater levels of stakeholder engagement, the study demonstrates how the outsourcing of destination management functions to a private sector organisation has had the opposite effect, including a weakening of accountability and the widening of a democratic deficit. The paper provides a unique insight into how public policy discourses manifest themselves at the local level, with implications for tourist destination governance. A critique of New Public Management is offered which extends our understanding of tourism governance structures and stakeholder engagement, with implications for sustainable tourism development discussed.
PurposeExplores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.Design/methodology/approachThe paper uses an adapted version of Jones and ...Matlay's (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator's role. In-depth interviews were conducted with eleven entrepreneurship educators from five universities/university colleges in Denmark.FindingsIllustrates the situated nature of entrepreneurship education. The entrepreneurship educator is embedded in a system of dialogic relationships with a range of stakeholders. This paper provides insights into how the entrepreneurship educator navigates these relationships and the influence these relationships have in determining the scope and nature of the entrepreneurship educator's role.Research limitations/implicationsProvides a framework and findings upon which further studies can build in an area that has hitherto received limited attention. Findings could be compared with those in other geographical contexts, for example. The dialogic relationships themselves could be explored either holistically or individually with other stakeholders (e.g. students, institutions, communities).Originality/valueResearch on the role of the entrepreneurship educator is extremely limited in an area that has otherwise seen a proliferation of research. The adaptation and application of Jones and Matlay's (2011) framework provides a novel way of understanding how this role is shaped. Where most studies focus either on course content or the students, this study proposes another way to gain insight into the complex world of delivering entrepreneurship education.
Drawing on entrepreneurship education (EE) theory, this article examines the role of learning and inspiration in developing students' entrepreneurial intentions in the First Year in Higher Education. ...This addresses the paucity of research on early university experiences of EE and their influence on entrepreneurial intentions. Using a longitudinal survey of business students at a British university, the authors identify four scenarios related to the participation/non-participation in EE and subsequent increase or decrease of entrepreneurial intentions. A sub-set of those surveyed are interviewed (n = 49) to better understand how their university experience has influenced their entrepreneurial intentions. Findings suggest that the influence of EE is variable, in some cases even leading to a decrease in entrepreneurial intentions. The results contribute to theories of EE and intentions in the early stages of higher education. The authors discuss implications for theory and practice.
(ProQuest: ... denotes non-USASCII text omitted)This study explores reactions of the tourism industry in the UK's South West to a change in regulations governing term time leave. It serves as an ...example of the impact of non-tourism specific policy making on tourism. Data were collected from 260 tourism firms via an online survey. Findings confirm a largely negative response to the change in regulations. The study illustrates divergent reactions to the regulations within one stakeholder group, here the tourism sector and by implication highlights the limitations of a naïve application of stakeholder theory. The study also offers insights into the nature of resilience within the sector. Avenues for further research are offered.
The meteoric rise of entrepreneurship education in higher education continues apace. This expansion has however only recently begun to elicit a more critical approach as to its nature and purpose. ...Using Critical Pedagogy, and specifically Freire's work, we compare aspects of Critical Pedagogy to Entrepreneurship Education drawing attention to five commonalities. These commonalities relate to an action-orientation, transformational potential, freedom orientation, identity development and the power-relationship between educator and student. Overall, the conceptual comparison challenges uncritical assumptions that entrepreneurship education serves only as a means to consolidate rather than question existing socio-economic structures. It supports notions of entrepreneurship education's empowering and emancipatory potential. As one of only few studies to date that theorise the relationship between entrepreneurship education and critical pedagogy it presents a foundation upon which others may build in an expanded understanding of entrepreneurship education, its processes and place within existing educational scholarship. Practical implications are suggested.
•Undertakes a comparison of Critical Pedagogy and Entrepreneurship Education.•Models five commonalities between Entrepreneurship Education and Critical Pedagogy.•Offers a critical approach at placing entrepreneurship education within the context of institutional structures.
Authentic learning has gained prominence as a pedagogical strategy educators can adopt to address concerns regarding curriculum effectiveness. While support for the development of an integrated ...approach to the curriculum is evident, especially in tourism education, concerns regarding a lack of congruence between business practice and the curriculum are apparent, with claims that tourism education has little relevance for practitioners. This has resulted in an encouragement to ground tourism education within authentic learning through a community of practice, concerned with collaborative engagement. The purpose of this paper is to explore how storytelling can contribute to authentic learning in tourism education. Our findings reveal how authentic learning through storytelling contributed to the educational development of students through facilitating self-reflection, supporting an empathetic understanding of tourism development concerns and knowledge transfer. It also provided opportunities for remembering, conversation and reflection, facilitating positive social change amongst those stakeholders engaged in the project.
At a time of growing interest in graduate entrepreneurship, this study focuses on the role of mentoring in developing students' entrepreneurial careers in the Early Years of University (EYU). An ...integrated conceptual framework is presented that combines mentoring functions and entrepreneurial development (entrepreneurial intentions and nascent behaviour). Data from 18 student mentees who expressed an interest in starting their own businesses, and who were mentored by alumni entrepreneurs of a British University were analysed. Findings support the applicability of our framework in addressing the multi-faceted nature of the mentoring functions, which include a range of knowledge development and socio-emotional functions such as entrepreneurial career development, specialist business knowledge, role-model presence and emotional support. The results contribute to understanding mentoring functions and entrepreneurial development in the EYU. Implications for the design of entrepreneurial mentoring programmes and avenues for future research are discussed.
PurposeThe purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United Kingdom ...(UK).Design/methodology/approachThe study draws on a thematic content analysis of semi-structured interviews with 45 professionals in UK HE, representing the “supply” side of EE.FindingsThe findings demonstrate a unidirectional link between EE and employability outcomes. This link is affected by societal, stakeholder-related, and teaching and learning-related factors.Research limitations/implicationsAlthough the value of universities’ initiatives connecting EE and employability for economic development is emphasized, the study does not provide direct empirical evidence for this effect. Macroeconomic research is needed.Practical implicationsEE and employability would benefit from knowledge exchange between universities’ stakeholders and a broader understanding of what constitutes a valuable graduate outcome.Social implicationsThe study reveals the benefits of EE on a micro level. Participation in EE supports the connection between individual investments in HE and employability.Originality/valueBased on human capital theory, many policymakers regard EE as a vehicle through which the relationship between investments in HE and career success on a micro level and economic growth on a macro level can be nurtured. Challenging this logic, the study highlights the potential of institutional theory to explain a contextualization of the link between EE and employability on a national level.
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