Teaching a sense of initiative and entrepreneurship with constructive alignment in tertiary non-business contexts

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http://hdl.handle.net/10138/234721

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Morselli , D 2018 , ' Teaching a sense of initiative and entrepreneurship with constructive alignment in tertiary non-business contexts ' , Education & Training , vol. 60 , no. 2 , pp. 122-138 . https://doi.org/10.1108/ET-06-2017-0093

Title: Teaching a sense of initiative and entrepreneurship with constructive alignment in tertiary non-business contexts
Author: Morselli, Daniele
Contributor: University of Helsinki, Department of Education
Date: 2018
Language: eng
Number of pages: 17
Belongs to series: Education & Training
ISSN: 0040-0912
URI: http://hdl.handle.net/10138/234721
Abstract: Purpose – The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action Design/methodology/approach – The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice. Findings – Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate. Originality/value – This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.
Subject: 516 Educational sciences
entrepreneurial education
Lifelong Learning
sense of initiative and entrepreneurship
constructive alignment
general enterprising test
University pedagogy
enterprise education
FUTURE
FRAMEWORK
TEACHERS
IMPACT
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