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Aha, so that's how you see it!: Educators' experiences of using a visual exercise as a student-centered educational approach
Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship. (Plattformen för entreprenörskap och social förändring)ORCID iD: 0000-0003-4032-7932
2021 (English)In: Annals of Entrepreneurship Education and Pedagogy – 2021 / [ed] Charles H. Matthews & Eric W. Liguori, Cheltenham: Edward Elgar Publishing, 2021, p. 94-115Chapter in book (Refereed)
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Abstract [en]

As entrepreneurship education is spread outside business schools, students’ pre-understanding has been identified as central. It is however, not obvious how students’ perspectives can be made visible. This chapter explores how visual artifacts play a role in didactic analysis, in order to approach students’ contemporary meaning of entrepreneurship in the beginning of a learning process. Via interviews with educators, experiences of a visual exercise are examined. The findings suggest that the exercise makes teachers aware of students’ pre-understandings, and simultaneously, better equipped to support the learning process. Visual artifacts thus contribute to develop entrepreneurship education in a more student-centered direction.

Place, publisher, year, edition, pages
Cheltenham: Edward Elgar Publishing, 2021. p. 94-115
Series
Annals in Entreprenruship Education ; 4
Keywords [en]
didactic analysis, entreprenenurship education, student-centered education, visuality
National Category
Business Administration
Research subject
Economy, Ledarskap, entreprenörskap och organisation
Identifiers
URN: urn:nbn:se:lnu:diva-100422DOI: 10.4337/9781789904468.00014ISBN: 9781789904451 (print)ISBN: 9781789904468 (electronic)OAI: oai:DiVA.org:lnu-100422DiVA, id: diva2:1521084
Available from: 2021-01-22 Created: 2021-01-22 Last updated: 2022-10-04Bibliographically approved
In thesis
1. Envisioning entrepreneurship: Using photographs to elicit students’ preconceptions of entrepreneurship
Open this publication in new window or tab >>Envisioning entrepreneurship: Using photographs to elicit students’ preconceptions of entrepreneurship
2021 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Nowadays, entrepreneurship is taught on a ‘university-wide’ basis, implying that thesubject is introduced to multiple students from a diversity of backgrounds. At thesame time, a student-centred movement has been noted in the field, focusing ontailored education based on students’ preconceptions of entrepreneurship. However, studies of students’ preconceptions of entrepreneurship are scarce. Thus far,entrepreneurship education literature has primarily examined what to teach or how to teach. This has taken place in accordance with the Anglo-American didactictradition in which ‘didactics’ is a form of instruction rather than a way of combining ‘what’, ‘how’ and ‘why’ questions from various perspectives. As a consequence, distinguished authors in the field are calling for more advanced theoretical links between entrepreneurship education research and education science. This study develops and examines a visual-based exercise as a means of studyingstudents’ preconceptions of entrepreneurship and as a novel educational tool. Thisis conducted in accordance with the German didaktik tradition that presumes thatstudents, the learning content and the teacher are interdependently related. The purpose is to elicit students’ preconceptions of entrepreneurship using a visual-based exercise, as well as to offer knowledge of how this affects didaktik relationships in entrepreneurship education. To address this purpose, phenomenographic didaktik is used to discuss a subject-specific ‘entrepreneurship didaktik’, characterised by astudent-centred perspective. Photographs were used in a visual-based exercise to elicit students’ preconceptions and interviews with teachers and students were conducted in order to evaluate the exercise from a didaktik perspective.The results of the study show that students’ preconceptions of entrepreneurshipare multifaceted and that there are both similarities and differences between students’ preconceptions of entrepreneurship and established understandings of entrepreneurship. From a practical perspective, the study introduces a visual-based exercise that contributes to both students’ and teachers’ understandings of where entrepreneurship education starts from a student perspective, thereby helping students to link new knowledge to their contemporary understandings and helping teachers to base their education on students’ preconceptions in order to enhancetheir learning. On a theoretical level, this work contributes to the student-centred movement in entrepreneurship education by demonstrating how the relational perspective in the German didaktik tradition can advance the link betweenentrepreneurship education and education science.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2021. p. 71
Series
Linnaeus University Dissertations ; 404
Keywords
Entrepreneurship didaktik, Entrepreneurship education, Studentcentred education, Phenomenographic didaktik, Visuality
National Category
Business Administration
Research subject
Economy, Ledarskap, entreprenörskap och organisation
Identifiers
urn:nbn:se:lnu:diva-99788 (URN)978-91-89283-30-5 (ISBN)978-91-89283-31-2 (ISBN)
Public defence
2021-01-29, Fullriggaren/Ma 135K, Hus Magna, Kalmar, 09:30 (English)
Opponent
Supervisors
Available from: 2021-01-07 Created: 2021-01-05 Last updated: 2024-03-04Bibliographically approved

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Ellborg, Katarina

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Citation style
  • apa
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  • de-DE
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  • nn-NB
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  • Other locale
More languages
Output format
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  • text
  • asciidoc
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