Role typologies for enterprising education: the professional artisan?

Anderson, Alistair R.; Jack, Sarah L.

Abstract

Purpose - The purpose of this paper is to examine how the context, approach and teaching techniques used for entrepreneurship education need to reflect the different roles that encompass enterprise. Design/methodology/approach - The authors analyse and reflect upon what attributes, qualities, skills and knowledge are required for the different roles involved in entrepreneurship. Findings - From the analysis the authors identify role typologies and argue that teaching entrepreneurship needs to produce a combination of the creative talents of the artist, the skills and ability of the artisan, yet include the applied knowledge of the technician with the know-what of the professional. The authors then present some examples of pedagogies in entrepreneurship that might be used to develop the skills required for these roles. Practical implications - The authors demonstrate why the teaching of entrepreneurship requires a combination of theory and practice. Originality/value - The paper shows that a different approach to understanding entrepreneurial pedagogy may be useful for educators and students.

Citation

ANDERSON, A.R. and JACK, S.L. 2008. Role typologies for enterprising education: the professional artisan? Journal of small business and enterprise development [online], 15(2), pages 259-273. Available from: https://doi.org/10.1108/14626000810871664

• Journal Article Type: Article
• Acceptance Date: May 16, 2008
• Online Publication Date: May 16, 2008
• Publication Date: Jun 30, 2008
• Deposit Date: Sep 30, 2008
• Publicly Available Date: Sep 30, 2008
• Journal: Journal of small business and enterprise development
• Print ISSN: 1462-6004
• Publisher: Emerald
• Peer Reviewed: Peer Reviewed
• Volume: 15
• Issue: 2
• Pages: 259-273
• DOI: https://doi.org/10.1108/14626000810871664
• Keywords: Education; Entrepreneurs; Teaching methods; Enterprise education; Teaching entrepreneurship; Entrepreneurial pedagogy
• Public URL: http://hdl.handle.net/10059/213