Tacit Knowledge and Implicitness in Entrepreneurial Learning Settings: Questions we care about

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