Some Reflections from the Entrepreneurship Educator’s Mirror

Authors

  • Breda O Dwyer Institute of Technology Tralee
  • Pauric McGowan University of Ulster
  • Alison Hampton University of Ulster

Keywords:

Learning Combination Lock, Experiential Learning, Transformation Learning, Empathy, Entrepreneurship Educator.

Abstract

The context of this research is based on the European reference framework, which presented ‘Entrepreneurship and a sense of initiative’ as one of eight key competences for lifelong learning that citizens require in a knowledge-based society. The key competence ‘sense of initiative and entrepreneurship’ is defined as “an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives” (EU, 2013, p.8). These European developments and initiatives contribute to the growing evidence of the need for individually based entrepreneurial learning and for more entrepreneurship educators. “Teachers are key actors”, (EU, 2015, p.89).

Duening (2010) has attempted to develop the five minds of the future specifically to the five minds of the entrepreneurial future. However, realising that there is a difference between the cognitive thinking process for an entrepreneur and for a non entrepreneur means we will need to provide entrepreneurship educators “with a conviction that we know why we are doing and what we are doing in the entrepreneurship classroom”, (Duening, 2010, p. 20).  Wilson and Beard (2003) have developed the learning combination lock model which acknowledges the inclusion of the five elements in the model: stimuli, our senses, the filtering process, interpretation and responses. This model is a key component to this research. 

This paper is a small initial exploratory study based on a literature review and on four interviews across the primary, secondary and tertiary education levels to help establish a platform for a deeper analysis at the tertiary education level. To date, reflective based interviews using the Pictor Technique have helped to understand the role of learning, experience and key influencers in becoming an entrepreneurship educator. The proposed deeper analysis will continue this approach in an attempt to develop the typology (ies) of an entrepreneurship educator.

Author Biography

Breda O Dwyer, Institute of Technology Tralee

Breda O’Dwyer(BBS, MBA, NCEE Fellow in Entrepreneurship, Harvard University Certificate in Problem Based Learning, studying for a PhD in Entrepreneurship at the University of Ulster). She leads and manages the Centre of Entrepreneurship and Enterprise Development at the IT Tralee. Breda has designed and implemented multiple entrepreneurship programmes for different cohorts including post graduates and post doctoral students.  She has worked in both the private and public sector with business from start-upto global. Breda is a key member of the executive group pioneering entrepreneurship in the Kerry region. She was a member of a national expert panel tasked with designing the national third level guidelines for entrepreneurial universities and Institutes and also contributed to the development to the European Entrepreneurship Educational guidelines.

 

Breda has research interests in the areas of creative problem solving, innovation, the entrepreneurial mindset, design thinking and learning analytics. She has written and published case studies in entrepreneurship with colleagues, which included an award winning case study. Her research to date has led to co-authored publications in the area of entrepreneurship education and mentorship.  Breda is currently supervising 3 master research students in the area of entrepreneurship along with studying her own PhD.  She is a director of a family business with operations in the retail and civil engineering sectors. Breda is a member of the board of directors of both profit and non-profit making organisations.

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Published

2016-02-23

Issue

Section

Research Articles