Abstract
Innovation- and entreprenurship education has its origin in the business world, but has, within the last decade, spread into many different kinds of
settings and educations - including healthcare (Steyart & Katz 2004.). This development can take its explanation in a changing economic situation
throughout the western world (Boore & Porter 2011).
Contemporary research on creativity, innovation and entrepreneurship mainly focuses on social constructive, pragmatic, socio-cultural and sociomaterial
dimensions of creative and innovative processes and entrepreneurship (Bager et al. 2010, Brinkmann & Tangaard 2012; Sarasvathy,
2005). In this line the educational focus has been on how to develop product-, user- and design-driven innovation and on processes of ideation.
Lately though, a more existential and philosophical-Hermeneutic approach to innovation and entrepreneurship has been suggested. Verganti and
Öberg talks about a change from user- to meaning-driven innovation, Scharmer and Kaüfer (2014) talks about “pre-scensing” as a place for
“hearing the call” from an emerging future and Hansen (2014) suggest an existential and wonder-driven approach to innovation- and
entrepreneurship processes.
In line with this new framework, we want to describe and reflect some of the possible educational consequences of such an approach.
Our empirical departure is our three-year phenomenological action research project called ‘Wonder-based Entrepreneurship Teaching in
Professional bachelor Education’. Ten senior lecturers in nursing and pedagogy participated. The purpose was to investigate whether and how
Socratic and philosophical dialogues and different forms of phenomenological and existential reflections upon one´s own professional assumptions
in so-called ‘Wonder Labs’ could contribute to existing innovation- and entrepreneurship education in at least two ways:
1. To deeply and existential root students and educators in their profession and values
2. To bring students and educators on the edge of their knowledge into the field of “not knowing but being”
This paper will describe how and why a wonder-based- approach can enhance students understandings of what it means to be human and, at the
same time, what it means to innovate from a sense of meaningfulness, server beauty or “longing for the good” in concrete care-situations.
Bullet points:
• A philosophical-hermeneutic approach to innovation and entrepreneurship in healthcare education seems to enhance a humanizing position
• Working in so called “wonder-labs” seems to make it possible to innovate from a sense of meaningfulness and “longing for the good” in
nurse educaiton
References:
Bager, L.T., Blenker, P., Rasmussen, P & Thrane, C. 2010, Entrepreneurskabsundervisning – proces, refleksion og handling. Aarhus: aarhus
entrepreneurshipcentre.
Boore, J.& Porter, S. 2011, Educating for entrepreneurship in nursing. In: Nurse education today. Vol. 31. Pp. 184-191
Brinkmann, S. & Tanggaard, L. 2012, Hvad taler vi om, når vi taler om kreativitet. In: Nordiske Udkast. Vol. 40, no. 2 pp. 3-15.
| Bidragets oversatte titel | Undringsdreven entprenørskabsundervisning på sygeplejerskeuddannelsen. Sokratisk og filosofisk dialog som en måde at styrke innovation, hvor der arbejdes fra en human position i sundhedsuddannelsen. |
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| Originalsprog | Engelsk |
| Publikationsdato | 8 nov. 2015 |
| Status | Udgivet - 8 nov. 2015 |