Educating prospective entrepreneurship researchers: the case of a summer school as a learning community
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Educating prospective entrepreneurship researchers: the case of a summer school as a learning community Alexander Chepurenko2 · Olga Belousova1 · Aard Groen1 Received: 22 June 2020 / Revised: 6 September 2020 / Accepted: 13 September 2020 © Springer Nature Singapore Pte Ltd. 2020
Abstract The paper describes the case of the European entrepreneurship summer school (EESS) supported by a consortium of universities from different countries. The paper develops a set of theoretical propositions and practical recommendations for creating a learning community and space around a summer school activity in the context of a larger ecosystem encouraging students to choose a career in the respective area. The core elements building the innovativeness of the concept of this educational initiative are analyzed. First, it is the complementarity of expertise which shapes a teachers’ learning community’. Second, it is the active involvement of students achieved through preselection of motivated participants, coaching, and an individual and group work. Third, it is a creation of a safety feeling among participants to increase the mutual trust and intensive interactions among students. Forth, it is the co-opetition among students collaborating but also competing with the group-project presentations. Fifth, it is the pre-school preparation of students to achieve a minimal level of common knowledge of related concepts and techniques. The limitations of the EESS model are: (1) the international team of teachers, (2) the geographical dispersion which negatively contributes to the students’ pre-school learning community, (3) the volunteering activity of the organizers and teaching staff, which is limited by their main workload, (4) the financial model which does not allow to become sustainable without a support of the participating universities. Keywords Entrepreneurship education · Summer school · Case study · Learning community
* Alexander Chepurenko [email protected] 1
University College Groningen, Kadijk 4, 9747 AT Groningen, The Netherlands
2
National Research University Higher School of Economics, 20, Myasnitskaya st, Moscow, Russia 100990
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Vol.:(0123456789)
Entrepreneurship Education
Introduction The past decade has been called “a golden era” for entrepreneurship research for having “emerged as one of the most vital, dynamic, and relevant” periods in the social sciences (Wiklund et al. 2011: 1). Entrepreneurship education can be designed in different ways which differ according to Pittaway and Edwards (2012) as teaching “about”, “for”, and “through.” Most entrepreneurship education has been found to be of the “about” approach, which does not engage the students in activities and projects (Pittaway and Edwards 2012; Nielsen and Stovang 2015). It has also been stressed in the literature that entrepreneurship education should be reconfigured from being teacher-centered to student-centered education (Daniel 2016; Robinson et al. 2016). Summer schools, being self-sufficient, project-oriented educational modules, offe
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