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Combining physical and virtual realities to enhance students entrepreneurial development
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Innovation and Design.ORCID iD: 0000-0003-1083-7851
2017 (English)In: International Journal of Innovation and Research in Educational Sceience, ISSN 2349-5219, Vol. 4, no 3, 271-282 p.Article in journal (Refereed) Published
Abstract [en]

The traditional ways of teaching are being supplemented with new tools and new educational approaches in order make education more authentic and aligned with the world beyond school. To prepare young people for a rapidly changing and less predictable environment, policy directives have urged the development of entrepreneurial attitudes and abilities through an education relating closely to the surrounding society (Commission, 2015; OECD, 1992). Simultaneously, new technology is suggested to provide new opportunities for learning in an increasingly digitalised society (Samuelson-Wardrip & Shaphiro, 2016; Brinson, 2015; Cheng, Lin, & She, 2015). Although the entry of ICT and entrepreneurship into the field of education may both work to prepare students for an environment beyond school, few scholars have investigated if and how these processes are interrelated, or how they might complement each other. By adopting a sociocultural perspective on learning, and incorporating literature on combined physical and virtual world contexts, this qualitative study offers insights into how various mediating tools used to relate education to the world beyond school may influence the extent to which primary school students develop entrepreneurial attitudes and abilities. The results indicate that computer-aided learning combining virtual and physical world contexts could support the development of entrepreneurial attitudes and abilities.

Place, publisher, year, edition, pages
Timeline Publication Pvt. Ltd , 2017. Vol. 4, no 3, 271-282 p.
Keyword [en]
virtual reality, teaching/learning strategies; elementary education, interactive learning environments; improving classroom teaching
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
URN: urn:nbn:se:ltu:diva-63052OAI: oai:DiVA.org:ltu-63052DiVA: diva2:1088967
Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2017-06-02Bibliographically approved
In thesis
1. An Entrepreneurial Mindset: Self-Regulating Mechanisms for Goal Attainment
Open this publication in new window or tab >>An Entrepreneurial Mindset: Self-Regulating Mechanisms for Goal Attainment
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Comprised of a cover story and five separate but interrelated articles, this dissertation explores entrepreneurial learning. By connecting multiple theoretical perspectives, reviewing extant literature, using four qualitative datasets, and building theory inductively, the articles explain components to and mechanisms of entrepreneurial learning. This dissertation is one of the first to explore the essence of entrepreneurial learning by incorporating non-entrepreneurs and entrepreneurs simultaneously, cognitive processes, and contextual variables.

 Learning lies at the core of entrepreneurship, and scholars have even argued that a theory of entrepreneurship requires a theory of learning. The literature suggests that experiences in the context of entrepreneurship triggers entrepreneurial learning, and that such learning relates to achieving ambitious goals, the discovery of new opportunities and better overall performance. Entrepreneurial learning has also been highlighted in contexts outside entrepreneurship and as a mean to fostering future entrepreneurs and developing people’s entrepreneurial attributes and characteristics. The idea is that entrepreneurship is a way of thinking and acting and that entrepreneurial learning can be of use to anyone, even to those lacking entrepreneurial experience.

Entrepreneurial learning literature, both inside and outside the context of entrepreneurship, emphasizes triggers of entrepreneurial learning, but does not recognize components that enable those triggers to be recognized and acted on and the underlying mechanisms that distinguish entrepreneurial learning from other types of learning. This gap makes it difficult to assess what entrepreneurial learning is and how it can be enhanced for both entrepreneurs and people preparing for entrepreneurship. This dissertation explains how and why entrepreneurial learning can be understood as a simultaneous and active regulation of cognition, motivation, and emotions to achieve goals. This elaboration captures core components and the mechanism of entrepreneurial learning, and illustrates how it can be understood and enhanced in various contexts.

Place, publisher, year, edition, pages
Luleå: Luleå University of Technology, 2017
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keyword
entrepreneurial learning; self-regulated learning; entrepreneurship education; entrepreneurial mindset
National Category
Engineering and Technology
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-63105 (URN)978-91-7583-890-8 (ISBN)978-91-7583-891-5 (ISBN)
Public defence
2017-06-16, A1547, Luleå tekniska universitet, Luleå, 13:00 (English)
Opponent
Supervisors
Available from: 2017-04-24 Created: 2017-04-21 Last updated: 2017-05-26Bibliographically approved

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