Diversity and Impact of Entrepreneurship Education. A Qualitative Study on Aalborg University.
Author
Nacuta, Maria-Stefania
Term
4. term
Publication year
2014
Submitted on
2014-08-06
Pages
92
Abstract
Aalborg Universitet udbyder stadig flere kurser og programmer i iværksætteri, men deres forskellige tilgange og virkning er endnu ikke klart afgrænset. Dette studie søger derfor at tydeliggøre, hvad der kendetegner iværksætteruddannelse på Aalborg Universitet (AAU). Undersøgelsen bygger på kvalitative interviews med studerende og undervisere på AAU. Interviewene analyseres med grounded theory (Glaser og Strauss, 1967), en induktiv metode, der udvikler teori ud fra data. To teoretiske rammer bruges til at strukturere resultaterne: Neck og Greene (2011) til at kortlægge mangfoldigheden af tilgange til iværksætteri i undervisningen, og Fayolle og Gailly (2008) til at beskrive undervisningens udformning og dens tilsigtede virkning. Resultaterne viser, at 52% af de AAU-programmer, der udbyder iværksætterkurser, ligger i Neck og Greenes "process world" (procesverden), som lægger vægt på planlægning og forudsigelse. Den næstmest udbredte tilgang er en blanding af "cognition" og "process" worlds, der fokuserer på iværksætteres mentale modeller og på planlægning; 33% af programmerne underviser efter denne kombination. Andre tilgange forekommer i mindre omfang, enten som blandinger eller enkeltvis. Set gennem Fayolle og Gaillys model har AAU's iværksætteruddannelse en bred definition: Den er målrettet studerende med forskellige baggrunde, erfaringer og kulturer; den lærer især værktøjer til forretningsplanlægning og teorier om iværksættende tænkning; den bygger på AAU's problem-baserede læring suppleret af flere andre undervisningsformer; og dens formål er at uddanne en elite, der kan skabe værdi for både individuelle og fælles formål. Teoretisk bidrager studiet ved yderligere at anvende Neck og Greene (2011) samt Fayolle og Gailly (2008) i relation til iværksætteruddannelse. Praktisk giver det anbefalinger til, hvordan AAU's programmer kan forbedres.
Aalborg University is offering more entrepreneurship courses and programs, but their different approaches and impact are not yet clearly defined. This study therefore clarifies what characterizes entrepreneurship education at Aalborg University (AAU). We used qualitative data: interviews with students and professors at AAU. The interviews were analyzed with grounded theory (Glaser and Strauss, 1967), an inductive method that builds theory from data. Two additional frameworks structured the analysis: Neck and Greene (2011) to map the variety of approaches to entrepreneurship within entrepreneurship education, and Fayolle and Gailly (2008) to describe the design of teaching and its intended impact. Findings show that 52% of AAU programs that include entrepreneurship courses fit Neck and Greene's "process world," which emphasizes planning and prediction. The next most common approach is a blend of the "cognition" and "process" worlds, which focuses on entrepreneurial mental models and planning; 33% of programs follow this combination. Other approaches also appear in smaller proportions, either in mixes or on their own. Viewed through Fayolle and Gailly's model, AAU's entrepreneurship education has a broad definition: It is designed for students from varied backgrounds, experiences, and cultures; it teaches mainly business planning tools and theories of entrepreneurial thinking; it relies on AAU's problem-based learning complemented by several other teaching methods; and its purpose is to train an elite capable of generating value for both individual and collective goals. The study contributes theoretically by further applying the frameworks of Neck and Greene (2011) and Fayolle and Gailly (2008) to entrepreneurship education, and practically by offering recommendations for improving AAU's entrepreneurship programs.
[This abstract was generated with the help of AI]
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