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Guiding the student entrepreneur – Considering the emergent adult within the pedagogy–andragogy continuum in entrepreneurship education

Hägg, Gustav LU and Kurczewska, Agnieszka LU (2020) In Education and Training 62(7-8). p.759-777
Abstract

Purpose: The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education. Design/methodology/approach: The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed. Findings: Odigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher... (More)

Purpose: The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education. Design/methodology/approach: The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed. Findings: Odigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood. Practical implications: The paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education. Originality/value: By introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

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author
and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Andragogy, Developmental psychology, Entrepreneurship education, Guidance, Odigogy, Pedagogy
in
Education and Training
volume
62
issue
7-8
pages
19 pages
publisher
Emerald Group Publishing Limited
external identifiers
  • scopus:85091484977
ISSN
0040-0912
DOI
10.1108/ET-03-2020-0069
language
English
LU publication?
yes
id
46d6b3dc-2534-4141-ab66-13f994dc055d
date added to LUP
2020-11-03 11:50:45
date last changed
2020-12-09 10:58:49
@article{46d6b3dc-2534-4141-ab66-13f994dc055d,
  abstract     = {<p>Purpose: The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education. Design/methodology/approach: The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed. Findings: Odigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood. Practical implications: The paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education. Originality/value: By introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.</p>},
  author       = {Hägg, Gustav and Kurczewska, Agnieszka},
  issn         = {0040-0912},
  language     = {eng},
  number       = {7-8},
  pages        = {759--777},
  publisher    = {Emerald Group Publishing Limited},
  series       = {Education and Training},
  title        = {Guiding the student entrepreneur – Considering the emergent adult within the pedagogy–andragogy continuum in entrepreneurship education},
  url          = {http://dx.doi.org/10.1108/ET-03-2020-0069},
  doi          = {10.1108/ET-03-2020-0069},
  volume       = {62},
  year         = {2020},
}