Narrating casework in entrepreneurship education – a conceptual dealing using narrative learning

This paper investigates the relationship between entrepreneurship education, casework, and narrative learning. The paper wishes to address the growing attention to casework in general in entrepreneurship education and specifically advance the narrative aspects of this type of work.
Prevailing debates in the entrepreneurship education community on “how to teach entrepreneurship” embeds the field. Despite the many prescriptive and generic teaching approaches, entrepreneurship education still has little pedagogical guidance towards both underlying philosophical grounding and the practical implication and methods in the classroom.
Here, the casework methods have been successful to bridge the theory-practice divide and provide teaching approaches that consider many of the basic ingredients of entrepreneurship education. In casework students are often given invented or real-life case-problems to solve in teams. However, how the case is presented pedagogically is a highly overlooked topic in the entrepreneurship education literature. Casework can in a sense add a new pedagogical category to entrepreneurship education, highlighting its enactment as a processual activity. Specifically, fiction theories and models suggests compositional narrative structures that can provide educators with relevant, timely, and creative tools for scaffolding the learning processes of working with cases as narratives.
Therefore, specifically, we illuminate the two least theorized aspects, namely the processes of narrating casework in entrepreneurship education and subsequently the roles of the narrator i.e. the educator.