How learning spaces matter in entrepreneurship education : introducing the concept of topopraxis
(2023) In Entrepreneurship and Regional Development 35(3-4). p.317-336- Abstract
Research into entrepreneurship education has explored content, audience and pedagogy but much is still to be studied when it comes to the spatial dimensions of learning–that is, where entrepreneurship is taught, how this matters for pedagogies used, and the implications for learning. We seek to strengthen a theoretical foundation for understanding learning spaces and the spatial dimensions in entrepreneurship education (EE). We extend the teaching model framework by Fayolle and Gailly, to develop a conceptual model that relates place and pedagogy into learning spaces in EE, informed by recent pedagogical trends in experiential learning and design pedagogy. The model concerns the where-how, the topopraxis, of two types of learning spaces... (More)
Research into entrepreneurship education has explored content, audience and pedagogy but much is still to be studied when it comes to the spatial dimensions of learning–that is, where entrepreneurship is taught, how this matters for pedagogies used, and the implications for learning. We seek to strengthen a theoretical foundation for understanding learning spaces and the spatial dimensions in entrepreneurship education (EE). We extend the teaching model framework by Fayolle and Gailly, to develop a conceptual model that relates place and pedagogy into learning spaces in EE, informed by recent pedagogical trends in experiential learning and design pedagogy. The model concerns the where-how, the topopraxis, of two types of learning spaces in team-based EE that are grounded in theory on the spatial dimensions of social interaction pertaining to team ‘territory’, and stakeholder proximity. The model proposes that topopraxis in EE programmes will impact learning processes and outcomes in the form of team relationship building, conceptual development, and student identity formation. To illustrate the applicability of the model, we analyse two cases of EE programmes, both conducted in studio environments, but differing in topopraxes and learning outcomes. Finally, we offer implications for EE research, and for the design of entrepreneurship programmes.
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- author
- Christensen, Bo T. ; Arendt, Kasper M. and Hjorth, Daniel LU
- publishing date
- 2023
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- design thinking, entrepreneurship education, experiential learning, learning outcomes, Learning space, studio-based learning
- in
- Entrepreneurship and Regional Development
- volume
- 35
- issue
- 3-4
- pages
- 20 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85148206206
- ISSN
- 0898-5626
- DOI
- 10.1080/08985626.2023.2176549
- language
- English
- LU publication?
- no
- additional info
- Funding Information: The work was supported by the Danish Council for Independent Research [8108-00031B]. Publisher Copyright: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
- id
- 83c8f4aa-6b0c-4889-98c9-f5f10af87b7d
- date added to LUP
- 2024-02-26 14:32:54
- date last changed
- 2024-03-01 15:31:40
@article{83c8f4aa-6b0c-4889-98c9-f5f10af87b7d,
abstract = {{<p>Research into entrepreneurship education has explored content, audience and pedagogy but much is still to be studied when it comes to the spatial dimensions of learning–that is, where entrepreneurship is taught, how this matters for pedagogies used, and the implications for learning. We seek to strengthen a theoretical foundation for understanding learning spaces and the spatial dimensions in entrepreneurship education (EE). We extend the teaching model framework by Fayolle and Gailly, to develop a conceptual model that relates place and pedagogy into learning spaces in EE, informed by recent pedagogical trends in experiential learning and design pedagogy. The model concerns the where-how, the topopraxis, of two types of learning spaces in team-based EE that are grounded in theory on the spatial dimensions of social interaction pertaining to team ‘territory’, and stakeholder proximity. The model proposes that topopraxis in EE programmes will impact learning processes and outcomes in the form of team relationship building, conceptual development, and student identity formation. To illustrate the applicability of the model, we analyse two cases of EE programmes, both conducted in studio environments, but differing in topopraxes and learning outcomes. Finally, we offer implications for EE research, and for the design of entrepreneurship programmes.</p>}},
author = {{Christensen, Bo T. and Arendt, Kasper M. and Hjorth, Daniel}},
issn = {{0898-5626}},
keywords = {{design thinking; entrepreneurship education; experiential learning; learning outcomes; Learning space; studio-based learning}},
language = {{eng}},
number = {{3-4}},
pages = {{317--336}},
publisher = {{Taylor & Francis}},
series = {{Entrepreneurship and Regional Development}},
title = {{How learning spaces matter in entrepreneurship education : introducing the concept of topopraxis}},
url = {{http://dx.doi.org/10.1080/08985626.2023.2176549}},
doi = {{10.1080/08985626.2023.2176549}},
volume = {{35}},
year = {{2023}},
}