Department of Management

How can I, as an entrepreneurship educator, contribute to changing a “learning for exam” practice into a “learning for life” practice?

Research output: Contribution to conferencePaperResearchpeer-review

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How can I, as an entrepreneurship educator, contribute to changing a “learning for exam” practice into a “learning for life” practice? / Blenker, Per; Elmholdt, Stine Trolle; Thrane, Claus.

2017. Paper presented at ECSB Entrepreneurship Education Conference (3E 2017), Cork, Ireland.

Research output: Contribution to conferencePaperResearchpeer-review

Harvard

Blenker, P, Elmholdt, ST & Thrane, C 2017, 'How can I, as an entrepreneurship educator, contribute to changing a “learning for exam” practice into a “learning for life” practice?', Paper presented at ECSB Entrepreneurship Education Conference (3E 2017), Cork, Ireland, 10/05/2017 - 12/05/2017.

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Bibtex

@conference{83e8bc380acb4d5da9206c0551017851,
title = "How can I, as an entrepreneurship educator, contribute to changing a “learning for exam” practice into a “learning for life” practice?",
abstract = "The paper argues that a mean-end confusion characterizes the educational practice of most western societies. Originally the goal of education was to prepare students for life, and students and teachers were engaged in a “learning for life” practice. In this practice exams are means used to check whether the learning for life ambition has been achieved. Over time the means-end relation however seems to have reversed – meaning that often both teachers and students see the passing of exam as the essential purpose of education, with severe damage on the educational system as a consequence. The paper claims that an important contribution of entrepreneurship education could and should be a re-configuration of the rationale in our educational system. To do this the paper suggest that we see our role in the educational system not only as teachers and researches – but allow ourselves also to be entrepreneurial educators; meaning that we can eventually use our courses and teaching activities as a form of practical criticism. Rather than detached conceptual contemplation, a solution to the “learning for exam” problem calls for entrepreneurial action, in order to re-create a “learning for life” practice.In following we seek to perform such a practical criticism by using the same educational approach that we prescribe for students to transform the disharmonies in their everyday practice into entrepreneurial solutions and action - but we use this approach on ourselves. We take the problem of “learning for exam” and bring it through the phases of our own entrepreneurship education approach. In the paper our work in each of these phases is thoroughly described.∗",
author = "Per Blenker and Elmholdt, {Stine Trolle} and Claus Thrane",
year = "2017",
month = "5",
day = "10",
language = "English",
note = "null ; Conference date: 10-05-2017 Through 12-05-2017",

}

RIS

TY - CONF

T1 - How can I, as an entrepreneurship educator, contribute to changing a “learning for exam” practice into a “learning for life” practice?

AU - Blenker, Per

AU - Elmholdt, Stine Trolle

AU - Thrane, Claus

PY - 2017/5/10

Y1 - 2017/5/10

N2 - The paper argues that a mean-end confusion characterizes the educational practice of most western societies. Originally the goal of education was to prepare students for life, and students and teachers were engaged in a “learning for life” practice. In this practice exams are means used to check whether the learning for life ambition has been achieved. Over time the means-end relation however seems to have reversed – meaning that often both teachers and students see the passing of exam as the essential purpose of education, with severe damage on the educational system as a consequence. The paper claims that an important contribution of entrepreneurship education could and should be a re-configuration of the rationale in our educational system. To do this the paper suggest that we see our role in the educational system not only as teachers and researches – but allow ourselves also to be entrepreneurial educators; meaning that we can eventually use our courses and teaching activities as a form of practical criticism. Rather than detached conceptual contemplation, a solution to the “learning for exam” problem calls for entrepreneurial action, in order to re-create a “learning for life” practice.In following we seek to perform such a practical criticism by using the same educational approach that we prescribe for students to transform the disharmonies in their everyday practice into entrepreneurial solutions and action - but we use this approach on ourselves. We take the problem of “learning for exam” and bring it through the phases of our own entrepreneurship education approach. In the paper our work in each of these phases is thoroughly described.∗

AB - The paper argues that a mean-end confusion characterizes the educational practice of most western societies. Originally the goal of education was to prepare students for life, and students and teachers were engaged in a “learning for life” practice. In this practice exams are means used to check whether the learning for life ambition has been achieved. Over time the means-end relation however seems to have reversed – meaning that often both teachers and students see the passing of exam as the essential purpose of education, with severe damage on the educational system as a consequence. The paper claims that an important contribution of entrepreneurship education could and should be a re-configuration of the rationale in our educational system. To do this the paper suggest that we see our role in the educational system not only as teachers and researches – but allow ourselves also to be entrepreneurial educators; meaning that we can eventually use our courses and teaching activities as a form of practical criticism. Rather than detached conceptual contemplation, a solution to the “learning for exam” problem calls for entrepreneurial action, in order to re-create a “learning for life” practice.In following we seek to perform such a practical criticism by using the same educational approach that we prescribe for students to transform the disharmonies in their everyday practice into entrepreneurial solutions and action - but we use this approach on ourselves. We take the problem of “learning for exam” and bring it through the phases of our own entrepreneurship education approach. In the paper our work in each of these phases is thoroughly described.∗

M3 - Paper

ER -