Department of Management

Transformative learning in the entrepreneurship education process: the role of pedagogical nudging and reflection

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Purpose
This paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors investigate what characterises the identity change process experienced by students when exposed to pedagogical nudging.

Design/methodology/approach
Using ethnography, the authors apply an experiential-explorative approach to collecting data. The authors collected 1,015 individual reflection logs from 145 students of which the authors sampled 290 for this paper combined with interviews, observational and documentary data.

Findings
Pedagogical nudging techniques help (1) expose and challenge the student habitus by planting footprints in the mind; (2) straddle the divide between student and nascent entrepreneur by enabling them to recognise and experiment with an entrepreneurial habitus and (3) figuratively learn to climb the entrepreneurial tree by embracing an entrepreneurial habitus. In the first step, the authors use the interventions as cognitive means of influencing (pedagogical nudging). In the second, students participate in an iterative meaning-making process through reflection. In the third, they internalise the “new” entrepreneurial habitus—or discard it.

Research limitations/implications
The authors extend existing knowledge about the effect of particular kinds of pedagogies in entrepreneurship teaching, and how these can support enterprising behaviour. The authors demonstrate how an exploration of the inner self, identity and beliefs develops the capacity for students to re-shape future outcomes and create value.

Practical implications
By using nudging pedagogies, educators can support students to develop new ways of acknowledging and coping with transformative learning.

Originality/value
The research documents how it is possible to 'nudge' our students towards more entrepreneurial behaviours.

Original languageEnglish
JournalInternational Journal of Entrepreneurial Behavior & Research
Volume27
Issue1
Pages (from-to)251-277
Number of pages27
ISSN1355-2554
DOIs
Publication statusPublished - 2021

    Research areas

  • nudging, entrepreneurship education, pedagogy, identity

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