A teaching philosophy for entrepreneurship education – repositioning pedagogical purpose

Michael Breum Ramsgaard

A teaching philosophy for entrepreneurship education – repositioning pedagogical purpose

Michael Breum Ramsgaard

Research output: Contribution to conference without a publisher/journal › Abstract › Research › peer-review

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Abstract

In higher education institutions (HEI), formalised teaching philosophies (TP) serve as written statements constructed by educators about their educational values, beliefs, and practices (Schönwetter et al., 2002). Formulating a personalized TP have been found leading to academic development, personal resilience, and institutional capacity building (Ruge, et al., 2021), which can be seen as a vehicle to enhance pedagogical reflection about teaching and an evaluation of educational purpose (Biesta, 2017, 2019).

In the current mixed-methods study, the initial formulation of personalized TPs from 25 educators from a HEI case institution is followed by a set of semi-structured interviews. This serves as an investigation of the value TPs can bring to reposition and re-pedagogize the purpose of entrepreneurship education. Therefore, the research question in focus is: What is the value of TPs in entrepreneurship educators and what do TPs reveal about pedagogical underpinnings in entrepreneurship education?

Original language	English
Publication date	22 Nov 2021
Publication status	Published - 22 Nov 2021
Event	ENT EDU DAY 2021 - VIA University College, Campus Aarhus C, Aarhus C, Denmark Duration: 22 Nov 2021 → 22 Nov 2021

Seminar

Seminar	ENT EDU DAY 2021
Location	VIA University College, Campus Aarhus C
Country/Territory	Denmark
City	Aarhus C
Period	22/11/21 → 22/11/21

Keywords

contracting courses

Access to Document

Ramsgaard_Michael_Breum_Extended_Abstract_ENT_EDU_DAY

Cite this

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title = "A teaching philosophy for entrepreneurship education – repositioning pedagogical purpose",

abstract = "In higher education institutions (HEI), formalised teaching philosophies (TP) serve as written statements constructed by educators about their educational values, beliefs, and practices (Sch{\"o}nwetter et al., 2002). Formulating a personalized TP have been found leading to academic development, personal resilience, and institutional capacity building (Ruge, et al., 2021), which can be seen as a vehicle to enhance pedagogical reflection about teaching and an evaluation of educational purpose (Biesta, 2017, 2019). In the current mixed-methods study, the initial formulation of personalized TPs from 25 educators from a HEI case institution is followed by a set of semi-structured interviews. This serves as an investigation of the value TPs can bring to reposition and re-pedagogize the purpose of entrepreneurship education. Therefore, the research question in focus is: What is the value of TPs in entrepreneurship educators and what do TPs reveal about pedagogical underpinnings in entrepreneurship education?",

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AU - Ramsgaard, Michael Breum

PY - 2021/11/22

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N2 - In higher education institutions (HEI), formalised teaching philosophies (TP) serve as written statements constructed by educators about their educational values, beliefs, and practices (Schönwetter et al., 2002). Formulating a personalized TP have been found leading to academic development, personal resilience, and institutional capacity building (Ruge, et al., 2021), which can be seen as a vehicle to enhance pedagogical reflection about teaching and an evaluation of educational purpose (Biesta, 2017, 2019). In the current mixed-methods study, the initial formulation of personalized TPs from 25 educators from a HEI case institution is followed by a set of semi-structured interviews. This serves as an investigation of the value TPs can bring to reposition and re-pedagogize the purpose of entrepreneurship education. Therefore, the research question in focus is: What is the value of TPs in entrepreneurship educators and what do TPs reveal about pedagogical underpinnings in entrepreneurship education?

AB - In higher education institutions (HEI), formalised teaching philosophies (TP) serve as written statements constructed by educators about their educational values, beliefs, and practices (Schönwetter et al., 2002). Formulating a personalized TP have been found leading to academic development, personal resilience, and institutional capacity building (Ruge, et al., 2021), which can be seen as a vehicle to enhance pedagogical reflection about teaching and an evaluation of educational purpose (Biesta, 2017, 2019). In the current mixed-methods study, the initial formulation of personalized TPs from 25 educators from a HEI case institution is followed by a set of semi-structured interviews. This serves as an investigation of the value TPs can bring to reposition and re-pedagogize the purpose of entrepreneurship education. Therefore, the research question in focus is: What is the value of TPs in entrepreneurship educators and what do TPs reveal about pedagogical underpinnings in entrepreneurship education?

KW - contracting courses

M3 - Abstract

T2 - ENT EDU DAY 2021

Y2 - 22 November 2021 through 22 November 2021

ER -