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Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study

Louisa Huxtable-Thomas Orcid Logo, Paul Jones Orcid Logo, Hannah Laura Schneider

3E European Entrepreneurship Educators Conference

Swansea University Authors: Louisa Huxtable-Thomas Orcid Logo, Paul Jones Orcid Logo

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Abstract

Questions we care about (Relevance & Novelty)In the context of Entrepreneurship Education (EE), the educator is the key player in the design and delivery of EE (Toding & Venesaar, 2018; Löbler, 2006). As EE has evolved from different fields (Fayolle & Gailly, 2008), the educators come fr...

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Published in: 3E European Entrepreneurship Educators Conference
ISSN: 2411-3298
Published: 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa66540
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spelling v2 66540 2024-05-30 Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study 35e6a4c9432210aad639b70129baebab 0000-0002-3642-4521 Louisa Huxtable-Thomas Louisa Huxtable-Thomas true false 21e2660aaa102fe36fc981880dd9e082 0000-0003-0417-9143 Paul Jones Paul Jones true false 2024-05-30 CBAE Questions we care about (Relevance & Novelty)In the context of Entrepreneurship Education (EE), the educator is the key player in the design and delivery of EE (Toding & Venesaar, 2018; Löbler, 2006). As EE has evolved from different fields (Fayolle & Gailly, 2008), the educators come from different backgrounds and disciplines resulting inindividualised, rather than generalised practice (Vanevenhoven, 2013). This raises the question we care about: How do Entrepreneurship Educators see themselves and how do they describe their own role in the classroom? We also investigate whether their self-reflections are embedded in theoretical frameworks.ApproachA pan-European qualitative, semi-structured, in-depth interview-study was conducted to gain insights into the educator`s self-conception and their role in EE. The study comprised 29 semi-structured interviews with experienced Entrepreneurship Educators.ResultsThe study discovered that Entrepreneurship Educators are diverse in their self-conceptualisations, their perceptions of their role in the classroom and the extent to which these were grounded in entrepreneurship or education theory. The subjective choices of educators influence the teaching process, which prompts inquiries into how they perceive their own roles and whether these perceptions align with theoretical frameworks. Findings reveal the cultural and structural barriers faced by EEs in trying to balance the resource intensive practice against the intellectually ambiguous concept of entrepreneurship.Implications for society /EE: This study provides further insights into Fayolle ́s (2013) question of "Who the Entrepreneurship Educators are” and answered the call to put increased focus on the role of the individual educator (Hägg & Gabrielsson, 2019), their backgrounds and how their decisions shaped entrepreneurial learning (Henry, 2020; Kyrö, 2015). This studyoffers novel perspectives on educators' identities, barriers faced in educational delivery, and highlights the importance of educators' awareness of underlying educational philosophies guiding their actions, stressing the necessity of pedagogical training within this domain.Value / Originality:This study addresses research gaps previously noted by Hannon (2005) and Fayolle & Gailly (2008) by confirming the ways education and entrepreneurship education theory is used by entrepreneurship educators. Conference Paper/Proceeding/Abstract 3E European Entrepreneurship Educators Conference 2411-3298 entrepreneurship, educator, educator perspective, qualitative interview-study, educator-centred perspective 14 5 2024 2024-05-14 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University Other 2024-06-24T11:48:09.0735042 2024-05-30T10:31:42.9597694 Faculty of Humanities and Social Sciences School of Management - Business Management Louisa Huxtable-Thomas 0000-0002-3642-4521 1 Paul Jones 0000-0003-0417-9143 2 Hannah Laura Schneider 3
title Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study
spellingShingle Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study
Louisa Huxtable-Thomas
Paul Jones
title_short Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study
title_full Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study
title_fullStr Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study
title_full_unstemmed Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study
title_sort Mirror, mirror on the wall: Role and self-conception of entrepreneurship educators - insights from an interview study
author_id_str_mv 35e6a4c9432210aad639b70129baebab
21e2660aaa102fe36fc981880dd9e082
author_id_fullname_str_mv 35e6a4c9432210aad639b70129baebab_***_Louisa Huxtable-Thomas
21e2660aaa102fe36fc981880dd9e082_***_Paul Jones
author Louisa Huxtable-Thomas
Paul Jones
author2 Louisa Huxtable-Thomas
Paul Jones
Hannah Laura Schneider
format Conference Paper/Proceeding/Abstract
container_title 3E European Entrepreneurship Educators Conference
publishDate 2024
institution Swansea University
issn 2411-3298
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
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description Questions we care about (Relevance & Novelty)In the context of Entrepreneurship Education (EE), the educator is the key player in the design and delivery of EE (Toding & Venesaar, 2018; Löbler, 2006). As EE has evolved from different fields (Fayolle & Gailly, 2008), the educators come from different backgrounds and disciplines resulting inindividualised, rather than generalised practice (Vanevenhoven, 2013). This raises the question we care about: How do Entrepreneurship Educators see themselves and how do they describe their own role in the classroom? We also investigate whether their self-reflections are embedded in theoretical frameworks.ApproachA pan-European qualitative, semi-structured, in-depth interview-study was conducted to gain insights into the educator`s self-conception and their role in EE. The study comprised 29 semi-structured interviews with experienced Entrepreneurship Educators.ResultsThe study discovered that Entrepreneurship Educators are diverse in their self-conceptualisations, their perceptions of their role in the classroom and the extent to which these were grounded in entrepreneurship or education theory. The subjective choices of educators influence the teaching process, which prompts inquiries into how they perceive their own roles and whether these perceptions align with theoretical frameworks. Findings reveal the cultural and structural barriers faced by EEs in trying to balance the resource intensive practice against the intellectually ambiguous concept of entrepreneurship.Implications for society /EE: This study provides further insights into Fayolle ́s (2013) question of "Who the Entrepreneurship Educators are” and answered the call to put increased focus on the role of the individual educator (Hägg & Gabrielsson, 2019), their backgrounds and how their decisions shaped entrepreneurial learning (Henry, 2020; Kyrö, 2015). This studyoffers novel perspectives on educators' identities, barriers faced in educational delivery, and highlights the importance of educators' awareness of underlying educational philosophies guiding their actions, stressing the necessity of pedagogical training within this domain.Value / Originality:This study addresses research gaps previously noted by Hannon (2005) and Fayolle & Gailly (2008) by confirming the ways education and entrepreneurship education theory is used by entrepreneurship educators.
published_date 2024-05-14T11:48:08Z
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