Autonomy as the guiding aim of entrepreneurship education

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Purpose: This paper has three purposes: first, to present a vision of entrepreneurship education that has the student's capacity for autonomous action as its ultimate aim; second, to convince the reader of the timeliness and relevance of such an approach; third, to outline how this can be implemented. Design/methodology/approach: The paper integrates several strands of literature: research on entrepreneurial autonomy, educational psychology, and entrepreneurship education. Findings: The importance of autonomy is suggested by research on entrepreneurial motivation and satisfaction, as well as by a range of societal trends that favour increased self-reliance. Two perspectives, self-determination theory and self-directed learning, provide leads about how to put autonomy centre stage in entrepreneurship education. Several implementation-related issues are discussed. These include trade-offs between guidance and freedom, information and pressure, the self and others, and choice and relevance; the effects of student behaviour on autonomy support by faculty; and the suitability of autonomy supportive entrepreneurship education for different kinds of students and educational settings. Practical implications: Teachers, schools and institutions wishing to adapt this approach need to adopt individualised, empowering approaches. Originality/value: It is novel to conceive of entrepreneurship education as an exercise in the service of the capacity for autonomous action. © Emerald Group Publishing Limited.
Original languageEnglish
Pages (from-to)710-721
Number of pages12
JournalEducation + Training
Volume52
Issue number8/9
DOIs
Publication statusPublished - 2010

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entrepreneurship
autonomy
education
educational psychology
student
educational setting
self-determination
Autonomy
Entrepreneurship education
methodology
trend
teacher
school
learning
Values
Group
Education

Cite this

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title = "Autonomy as the guiding aim of entrepreneurship education",
abstract = "Purpose: This paper has three purposes: first, to present a vision of entrepreneurship education that has the student's capacity for autonomous action as its ultimate aim; second, to convince the reader of the timeliness and relevance of such an approach; third, to outline how this can be implemented. Design/methodology/approach: The paper integrates several strands of literature: research on entrepreneurial autonomy, educational psychology, and entrepreneurship education. Findings: The importance of autonomy is suggested by research on entrepreneurial motivation and satisfaction, as well as by a range of societal trends that favour increased self-reliance. Two perspectives, self-determination theory and self-directed learning, provide leads about how to put autonomy centre stage in entrepreneurship education. Several implementation-related issues are discussed. These include trade-offs between guidance and freedom, information and pressure, the self and others, and choice and relevance; the effects of student behaviour on autonomy support by faculty; and the suitability of autonomy supportive entrepreneurship education for different kinds of students and educational settings. Practical implications: Teachers, schools and institutions wishing to adapt this approach need to adopt individualised, empowering approaches. Originality/value: It is novel to conceive of entrepreneurship education as an exercise in the service of the capacity for autonomous action. {\circledC} Emerald Group Publishing Limited.",
author = "{van Gelderen}, M.W.",
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language = "English",
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pages = "710--721",
journal = "Education + Training",
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}

Autonomy as the guiding aim of entrepreneurship education. / van Gelderen, M.W.

In: Education + Training, Vol. 52, No. 8/9, 2010, p. 710-721.

Research output: Contribution to JournalArticleAcademicpeer-review

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AB - Purpose: This paper has three purposes: first, to present a vision of entrepreneurship education that has the student's capacity for autonomous action as its ultimate aim; second, to convince the reader of the timeliness and relevance of such an approach; third, to outline how this can be implemented. Design/methodology/approach: The paper integrates several strands of literature: research on entrepreneurial autonomy, educational psychology, and entrepreneurship education. Findings: The importance of autonomy is suggested by research on entrepreneurial motivation and satisfaction, as well as by a range of societal trends that favour increased self-reliance. Two perspectives, self-determination theory and self-directed learning, provide leads about how to put autonomy centre stage in entrepreneurship education. Several implementation-related issues are discussed. These include trade-offs between guidance and freedom, information and pressure, the self and others, and choice and relevance; the effects of student behaviour on autonomy support by faculty; and the suitability of autonomy supportive entrepreneurship education for different kinds of students and educational settings. Practical implications: Teachers, schools and institutions wishing to adapt this approach need to adopt individualised, empowering approaches. Originality/value: It is novel to conceive of entrepreneurship education as an exercise in the service of the capacity for autonomous action. © Emerald Group Publishing Limited.

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