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Interactive approaches for teaching entrepreneurship

Nilsson, Filip LU and Birkbeck, Benedict LU (2022) ENTN19 20221
Department of Business Administration
Abstract
Games are not a new method of teaching in education; however, their impact is not well understood in Entrepreneurial Education. These two concepts have been merged in the past with mostly quantitative approaches viewing existing structures. This study contributes to the combination by inductively elaborating on a gamified experience (The Mount Everest Challenge) by presenting the perception of students and a teacher in Entrepreneurial Education. Initially the domain of Entrepreneurial Education is presented in a theoretical framework. The phenomenon seems to have transitioned from a strict causal practice to a socially constructed complex experience. Institutions have adapted and adopted action oriented and experiential methods for... (More)
Games are not a new method of teaching in education; however, their impact is not well understood in Entrepreneurial Education. These two concepts have been merged in the past with mostly quantitative approaches viewing existing structures. This study contributes to the combination by inductively elaborating on a gamified experience (The Mount Everest Challenge) by presenting the perception of students and a teacher in Entrepreneurial Education. Initially the domain of Entrepreneurial Education is presented in a theoretical framework. The phenomenon seems to have transitioned from a strict causal practice to a socially constructed complex experience. Institutions have adapted and adopted action oriented and experiential methods for approaching this complexity in Entrepreneurial Education, including games and gamified simulations. With theory on Entrepreneurial Education, we define three dimensions in fostering entrepreneurial activities: agency, self-awareness and social awareness. With the commonly presented perspective in entrepreneurship of effectuation and the perceptions from students in Entrepreneurial Education we found that institutions are well aligned with theory in the understanding of what fosters entrepreneurial activities however both effectuation and gamification appear to have limited impact on students’ social awareness. This has implications to further explore methods for increased social awareness in entrepreneurial education. (Less)
Please use this url to cite or link to this publication:
author
Nilsson, Filip LU and Birkbeck, Benedict LU
supervisor
organization
alternative title
The perception of gamification in entrepreneurial education
course
ENTN19 20221
year
type
H1 - Master's Degree (One Year)
subject
keywords
Gamification, Games in entrepreneurial education, entrepreneurial education, self-awareness, social awareness, effectuation
language
English
id
9086694
date added to LUP
2022-06-13 14:57:10
date last changed
2022-06-13 14:57:10
@misc{9086694,
  abstract     = {{Games are not a new method of teaching in education; however, their impact is not well understood in Entrepreneurial Education. These two concepts have been merged in the past with mostly quantitative approaches viewing existing structures. This study contributes to the combination by inductively elaborating on a gamified experience (The Mount Everest Challenge) by presenting the perception of students and a teacher in Entrepreneurial Education. Initially the domain of Entrepreneurial Education is presented in a theoretical framework. The phenomenon seems to have transitioned from a strict causal practice to a socially constructed complex experience. Institutions have adapted and adopted action oriented and experiential methods for approaching this complexity in Entrepreneurial Education, including games and gamified simulations. With theory on Entrepreneurial Education, we define three dimensions in fostering entrepreneurial activities: agency, self-awareness and social awareness. With the commonly presented perspective in entrepreneurship of effectuation and the perceptions from students in Entrepreneurial Education we found that institutions are well aligned with theory in the understanding of what fosters entrepreneurial activities however both effectuation and gamification appear to have limited impact on students’ social awareness. This has implications to further explore methods for increased social awareness in entrepreneurial education.}},
  author       = {{Nilsson, Filip and Birkbeck, Benedict}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Interactive approaches for teaching entrepreneurship}},
  year         = {{2022}},
}