Abstract
Title:
Tacit Knowledge and Implicitness in Entrepreneurial Learning Settings
Authors:
Michael Breum Ramsgaard and Karen Heide Hauge Andersen,
VIA University College, Denmark
Theme:
Pedagogical theories in entrepreneurship education
Questions we care about / research questions:
What parameters constitutes tacit knowledge in entrepreneurship education?
Approach:
The current paper is conceptual suggesting a design for research on tacit knowledge within entrepreneurship education. Since this is an overlooked area for empirical investigation the paper suggest and discuss ways forward for designing a case-study that can provide empirical detail to the RQ.
Results:
The conceptual understanding of tacit knowledge and implicitness in entrepreneurship education covers a wide range of interrelated areas. The paper suggests an empirical research design that enables to provide documentation and evidence of tacit knowledge and implicitness.
Implications:
By better understanding the nature of tacit knowledge and implicitness, educators within entrepreneurship education can benefit from expanding the range of pedagogical and didactic methods used in a classroom. The understanding of tacit knowledge in the relation of entrepreneurial processes can furthermore provide a framework for including tacit knowledge when either engaging in or designing learning processes or settings that includes idea development, creative processes and entrepreneurial actions.
Key Words:
Entrepreneurship education, actions, entrepreneurial leadership, curriculum design, case study
Tacit Knowledge and Implicitness in Entrepreneurial Learning Settings
Authors:
Michael Breum Ramsgaard and Karen Heide Hauge Andersen,
VIA University College, Denmark
Theme:
Pedagogical theories in entrepreneurship education
Questions we care about / research questions:
What parameters constitutes tacit knowledge in entrepreneurship education?
Approach:
The current paper is conceptual suggesting a design for research on tacit knowledge within entrepreneurship education. Since this is an overlooked area for empirical investigation the paper suggest and discuss ways forward for designing a case-study that can provide empirical detail to the RQ.
Results:
The conceptual understanding of tacit knowledge and implicitness in entrepreneurship education covers a wide range of interrelated areas. The paper suggests an empirical research design that enables to provide documentation and evidence of tacit knowledge and implicitness.
Implications:
By better understanding the nature of tacit knowledge and implicitness, educators within entrepreneurship education can benefit from expanding the range of pedagogical and didactic methods used in a classroom. The understanding of tacit knowledge in the relation of entrepreneurial processes can furthermore provide a framework for including tacit knowledge when either engaging in or designing learning processes or settings that includes idea development, creative processes and entrepreneurial actions.
Key Words:
Entrepreneurship education, actions, entrepreneurial leadership, curriculum design, case study
Bidragets oversatte titel | Tavs viden og indirekte strukturer i Entreprenørskabsundervisning: Spørgsmål der rører os |
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Originalsprog | Engelsk |
Publikationsdato | 8 maj 2019 |
Antal sider | 10 |
Status | Udgivet - 8 maj 2019 |
Begivenhed | 3E: ECSB Entrepreneurship Education Conference - Chalmers, Göteborg, Sverige Varighed: 8 maj 2019 → 10 maj 2019 |
Konference
Konference | 3E |
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Lokation | Chalmers |
Land/Område | Sverige |
By | Göteborg |
Periode | 08/05/19 → 10/05/19 |
Emneord
- Uddannelse, professioner og erhverv
- actions
- case study
- curriculum design
- entrepreneurship education