Department of Management

Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’

Research output: Contribution to book/anthology/report/proceedingBook chapterResearchpeer-review

Standard

Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’. / Klapper, Rita G.; Neergaard, Helle.

Entrepreneurship Education: New perspectives on entrepreneurship education. ed. / Paul Jones; Gideon Maas; Luke Pittaway. Vol. 7 Emerald Group Publishing, 2017. p. 145-170 (Contemporary Issues in Entrepreneurship Research, Vol. 7).

Research output: Contribution to book/anthology/report/proceedingBook chapterResearchpeer-review

Harvard

Klapper, RG & Neergaard, H 2017, Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’. in P Jones, G Maas & L Pittaway (eds), Entrepreneurship Education: New perspectives on entrepreneurship education. vol. 7, Emerald Group Publishing, Contemporary Issues in Entrepreneurship Research, vol. 7, pp. 145-170.

APA

Klapper, R. G., & Neergaard, H. (2017). Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’. In P. Jones, G. Maas, & L. Pittaway (Eds.), Entrepreneurship Education: New perspectives on entrepreneurship education (Vol. 7, pp. 145-170). Emerald Group Publishing. Contemporary Issues in Entrepreneurship Research Vol. 7

CBE

Klapper RG, Neergaard H. 2017. Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’. Jones P, Maas G, Pittaway L, editors. In Entrepreneurship Education: New perspectives on entrepreneurship education. Emerald Group Publishing. pp. 145-170. (Contemporary Issues in Entrepreneurship Research, Vol. 7).

MLA

Klapper, Rita G. and Helle Neergaard "Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’"., Jones, Paul Maas, Gideon Pittaway, Luke (editors). Entrepreneurship Education: New perspectives on entrepreneurship education. Emerald Group Publishing. (Contemporary Issues in Entrepreneurship Research, Vol. 7). 2017, 145-170.

Vancouver

Klapper RG, Neergaard H. Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’. In Jones P, Maas G, Pittaway L, editors, Entrepreneurship Education: New perspectives on entrepreneurship education. Vol. 7. Emerald Group Publishing. 2017. p. 145-170. (Contemporary Issues in Entrepreneurship Research, Vol. 7).

Author

Klapper, Rita G. ; Neergaard, Helle. / Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’. Entrepreneurship Education: New perspectives on entrepreneurship education. editor / Paul Jones ; Gideon Maas ; Luke Pittaway. Vol. 7 Emerald Group Publishing, 2017. pp. 145-170 (Contemporary Issues in Entrepreneurship Research, Vol. 7).

Bibtex

@inbook{a3afea8776144e309deffd9592be9474,
title = "Teaching Entrepreneurship as lived Experience through {\textquoteleft}Wonderment Exercises{\textquoteright}",
abstract = "This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach their students to become employees, whether in the public or private sector, rather than to become employers. Thus, the mindset with which we equip our students is not sensitized to entrepreneurial action. Therefore, the aim of this chapter is to propose and illustrate a more comprehensive approach to teaching entrepreneurship, which aims to transform the way that students think about entrepreneurship. In order to achieve this objective, we identify and develop techniques for promoting entrepreneurial awareness and preparedness in our student population, and provide tools for educators to promote the individual{\textquoteright}s innate drive to perfect him/herself, thus recognizing his/her own need for personal growth. At the theoretical level, we build on the authors{\textquoteright} teaching experiences from different cultural contexts, which show ways in which alternative learning initiatives may enhance enterprising thinking among students. Based on our experiences with the influence of context, we propose that it is necessary to consider seven different, yet interconnected teaching principles, which may influence the impact of entrepreneurship education and which relate to the why; where; when; what; and how of entrepreneurship. In continuation, on a practical level, we suggest a coherent system of innovative educational techniques, so-called Verwunderungs{\"u}bungen, or wonderment exercises, that can be used individually or in combination. By creating a comprehensive teaching paradigm for entrepreneurship we pay tribute to entrepreneurship being an inherently dynamic phenomenon, which goes beyond exclusively focusing on new venture creation. ",
keywords = "entrepreneurship education, teaching principles, wonderment exercises",
author = "Klapper, {Rita G.} and Helle Neergaard",
year = "2017",
language = "English",
isbn = "978-1787142817",
volume = "7",
series = "Contemporary Issues in Entrepreneurship Research",
publisher = "Emerald Group Publishing",
pages = "145--170",
editor = "Paul Jones and Gideon Maas and Luke Pittaway",
booktitle = "Entrepreneurship Education",

}

RIS

TY - CHAP

T1 - Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’

AU - Klapper, Rita G.

AU - Neergaard, Helle

PY - 2017

Y1 - 2017

N2 - This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach their students to become employees, whether in the public or private sector, rather than to become employers. Thus, the mindset with which we equip our students is not sensitized to entrepreneurial action. Therefore, the aim of this chapter is to propose and illustrate a more comprehensive approach to teaching entrepreneurship, which aims to transform the way that students think about entrepreneurship. In order to achieve this objective, we identify and develop techniques for promoting entrepreneurial awareness and preparedness in our student population, and provide tools for educators to promote the individual’s innate drive to perfect him/herself, thus recognizing his/her own need for personal growth. At the theoretical level, we build on the authors’ teaching experiences from different cultural contexts, which show ways in which alternative learning initiatives may enhance enterprising thinking among students. Based on our experiences with the influence of context, we propose that it is necessary to consider seven different, yet interconnected teaching principles, which may influence the impact of entrepreneurship education and which relate to the why; where; when; what; and how of entrepreneurship. In continuation, on a practical level, we suggest a coherent system of innovative educational techniques, so-called Verwunderungsübungen, or wonderment exercises, that can be used individually or in combination. By creating a comprehensive teaching paradigm for entrepreneurship we pay tribute to entrepreneurship being an inherently dynamic phenomenon, which goes beyond exclusively focusing on new venture creation.

AB - This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach their students to become employees, whether in the public or private sector, rather than to become employers. Thus, the mindset with which we equip our students is not sensitized to entrepreneurial action. Therefore, the aim of this chapter is to propose and illustrate a more comprehensive approach to teaching entrepreneurship, which aims to transform the way that students think about entrepreneurship. In order to achieve this objective, we identify and develop techniques for promoting entrepreneurial awareness and preparedness in our student population, and provide tools for educators to promote the individual’s innate drive to perfect him/herself, thus recognizing his/her own need for personal growth. At the theoretical level, we build on the authors’ teaching experiences from different cultural contexts, which show ways in which alternative learning initiatives may enhance enterprising thinking among students. Based on our experiences with the influence of context, we propose that it is necessary to consider seven different, yet interconnected teaching principles, which may influence the impact of entrepreneurship education and which relate to the why; where; when; what; and how of entrepreneurship. In continuation, on a practical level, we suggest a coherent system of innovative educational techniques, so-called Verwunderungsübungen, or wonderment exercises, that can be used individually or in combination. By creating a comprehensive teaching paradigm for entrepreneurship we pay tribute to entrepreneurship being an inherently dynamic phenomenon, which goes beyond exclusively focusing on new venture creation.

KW - entrepreneurship education

KW - teaching principles

KW - wonderment exercises

M3 - Book chapter

SN - 978-1787142817

VL - 7

T3 - Contemporary Issues in Entrepreneurship Research

SP - 145

EP - 170

BT - Entrepreneurship Education

A2 - Jones, Paul

A2 - Maas, Gideon

A2 - Pittaway, Luke

PB - Emerald Group Publishing

ER -