Entrepreneurship Pedagogy

Ng satish
Entrepreneurship Pedagogy is the study of
the methods and styles of teaching
entrepreneurship.
• Different methods are involved in teaching
entrepreneurship this has resulted to different
pedagogical challenges.
Entrepreneurial education is the communication
of the skills, knowledge, and motivation
required to start and grow business successfully
• The importance of entrepreneurship in enhancing
human lives in terms of poverty alleviation,
employment generation, wealth creation and
economic vitality has given entrepreneurship
worldwide recognition.
• As a result, entrepreneurship has been
recommended and approved as one of the
courses to be taught in our primary, secondary
and tertiary institutions as entrepreneurial
education
Entrepreneurship Curriculum
• An entrepreneurial curricula contain information on
how students can identify and shape opportunities,
assess business concepts, develop operational plans,
fund and launch ventures, grow new enterprises and
case studies which should be discussed in the
classroom to provide students with another venue for
examining entrepreneurial strategies and learning
about the successes and failures of new ventures
(OECD)
• Factors that have influenced the development of
entrepreneurship pedagogy include industrialization,
privatization, need for youth empowerment and
capacity building.
Unit I Meaning of Entrepreneurship, types of entrepreneurship,
concept of intrapreneur, Myths and Challenges associated with
Entrepreneurship. Entrepreneurial Traits. Difference between
MSME and Start-ups, start-up life cycle

Unit II Idea Generation, Identifying and Evaluating business

Opportunities, Introduction to Opportunity Analysis Canvas,
Business Model Canvas and Sections of Business Plans.

Unit III Forms of business ownership, Support systems for

entrepreneurs: Institutional support, Training Institutions, Financial
Institutions, Research and Technology, Sources of Finance suitable
for Startups. Introduction to pitching, Introduction to Intellectual
Property Rights.
 Course Objectives:
• Create awareness on Startup and Entrepreneurship in the
present context and give details on various Processes
involved in becoming an Entrepreneur, right from idea
generation to setting up an Industry
• Preparation and Presentation of Business Plans which
enables them converting the ideas into commercially
viable Business Plans. Catalyze & promote development of
Entrepreneurs.
• To give an overview of the Institutional support available
in setting up an Industry in respect of R&D/Technology,
Marketing, Financing & Training.
 Course Outcome(s):
This course enables students to develop an understanding
of –
1. Role of startups and entrepreneurs in economic
development.
2. Pre and post-entrepreneurial issues like idea
generation for business ventures and products,
3. identifying business opportunities, converting the idea
into a business plan & its implementation
4. Venture capital generation, including pitching
5. Institutional support for entrepreneur in the areas of
training, finance, marketing, R&D and export.
1. Introduction to entrepreneurship
2. Intrapreneurship
3. Entrepreneurship Training
4. Idea generation – exercises
5. Evaluating business opportunities
6. Life cycle of enterprise
7. Business plan preparation
8. Implementing business plan
9. Support system for entrepreneurs
10. Global aspects of entrepreneurship

11. Assignment presentations

 Activities
• Debate
– It is Government’s responsibility to create employment

• Presentation
Entrepreneurship related schemes of GoI
Business / entrepreneurial ideas -
Segments: Agriculture
Manufacturing
Services
Entrepreneurial trait survey
Creativity traits among IPE students

• Case discussion
• Book discussion
In the classroom Entrepreneurship (as a discipline) tries
to learn about -
Thinking Seeing Acting
Entrepreneurially Entrepreneurially Entrepreneurially
Entrepreneurial Industry Status Value Innovation
Mindset
Industry Conditions Opportunity
Entrepreneurial Identification
Motivation Macroeconomic
Changes
Entrepreneurial
Behaviors Competition
 Factors for successful learning

Wanting to learn interest and enthusiasm - Intrinsic

motivation
Taking ownership needing to learn Extrinsic motivation

Learning by doing Practice; trial and error; repetition

Learning through Reactions to the results
feedback
Making sense of Reflecting; digesting; turning information
what is being learned into knowledge
Deepening their Students undertaking coaching; explaining;
understanding teaching
Assessing learning & Reviewing; confirming; judging
development
• Entrepreneurship courses still follow behaviourist
methods –
– Mass education to students
– Learn through classroom lectures
• Problem-based learning , entrepreneurial learning
– Extracurricular activities
– Entrepreneurs ‘Told Us’
– Incubators, case studies, action-learning based, free on-line
teacher tactics, experiential learning, classroom approach,
use of electronic media, and success and failure stories.
 Challenge 1
Decision on the Right Entrepreneurship Curriculum

This is important because the contents of a curriculum

determine the methods of teaching contents -

Generally curriculum include -

Idea generation
Opportunity identification
…
Cyberpreneurship
Technology entrepreneurship
Globalisation, …
 Challenge 2
Deciding on the Right Methods to be Adopted for
Teaching Entrepreneurship Education
The methods of teaching entrepreneurship should
include:

Interactive learning, case studies,

experiential learning, mentoring and coaching,
use of visuals such as video clips,
use of entrepreneurs, game theory,
simulation, competition on business plan
etc
 Challenge 3
Determining the Right Place
to Teach Entrepreneurship Education

Entrepreneurship Education should be taught in the

appropriate entrepreneurial environment.
Right environment is a relative term.
 Challenge 4
Determining Who Teaches Entrepreneurship Education

Who has proven testimonies on entrepreneurial success

in different entrepreneurial ventures. Mastery
experiences involve participating in activities that bring
about a more competitive, risk-taking, self-reliant
and/or ambitious attitude and therefore they have a
definite positive influence on - efficacy and other
entrepreneurial characteristics
 Challenge 5
Determining the Outcome of Entrepreneurship
Education among the Students
• Key entrepreneurial behaviours, skills and attitudes
developed
• motivation towards an entrepreneurial lifestyle and
occupation has been built
• students grasp the key generic entrepreneurship
competencies in practice
• Students understand the relationships they need to
develop with key stakeholders
• Students differ in their preferences; hence their
entrepreneurship education outcomes differ.
 Challenge 6
Producing Entrepreneurial Graduates
Constant evaluation of entrepreneurial education helps
to determine the outcomes of entrepreneurship
education in captivating the interest of students.
 Challenge 7
Organizing Entrepreneurial Knowledge Holistically
• The holistic concept helps to incorporate the
interests, feelings and attitudes of students into the
entrepreneurship curriculum.
• Online facilities may come of use to get the
practitioners to the class
 Challenge 8
Using Pedagogy as an
Educators Personal Development Tool

• A development that has seen new ideas, creativity,

environmental adaptation, professional challenges,
joys and disappointments. Why? Because you
cannot give what you do not have.
• Within entrepreneurship education, there are certain
characteristics such as self-efficacy, risk taking,
innovativeness, pro-activeness etc.
 Challenge 9
Developing Staff and Teachers to be
Entrepreneurial in their Approach
 Challenge 10
Constant Review of Entrepreneurship
Education Curriculum
 Potential Entrepreneurs would possess -
• A strong sense of independence
• Distrust of bureaucracy and its values
• Self-made / Self-belief
• A strong sense of ownership
• A belief that rewards come from one’s own efforts
• A belief that hard work brings its rewards
• A belief that the individual can make things happen
• A strong action orientation
• A preference for informal arrangements
• A strong belief in the value of know-who and trust
• A strong belief on the freedom to take action
• A belief in the individual and the community as opposed
to the state
• Small group teaching
• Entrepreneurial Facilitation
• Use of Ice Breakers
• Use of External Speakers /
Presenters or Evaluators
• Use of Drama
• Use of Debate
• Use of Drawing
• Use of Hot Seats
• Intuitive Decision making
Speed-Networking
• Use of an Elevator Pitch
• Use of Revolving Tables
• Use of Brainstorming Using Post-its
• Use of Panels
• Use of Critical Incidents
• Use of Organizations as
Networks
• Use of Empathy in
Communication Exercises (with
Entrepreneurs)
• Use of Shadowing
• Use of Role Play
• Use of Frames of Reference for
• Use of Psychometric Tests
• Use of Locus of Control Tests
• Use of Relationship Learning
• Use of Immersion
• Use of Achievement Motivation
 • Use of Developing Operations
• Use of Personality Selling
Standards as a basis for Estimating
Exercises – The Balloon
Costs and Controlling Operations
Debate
• Use of Case Studies
• Use of Finding Opportunities
• Use of Exercises in Finding Ideas
(Ideas for Business)
for Business
• Use of Ways into Business
• Use of Exploring the Enterprise
• Use of Leveraging the
Culture in a Globalization Context
Student Interest
• Use of Programme Evaluation
• Use of Start-up frames,
• Use of the Quiz
Stages of Start-up; Tasks and
• Use of Undertaking an
Learning Needs
Institutional Audit
• Use of The Business Plan as a
• Use of Sales Pitch
Relationship Management
• Use of Polls
Instrument
• Use of Simulating Entrepreneurial
• Use of Surviving in the Early
‘Ways of’
Years of the Venture
• Use of Simulating the
• Use of Segmenting the New
Entrepreneurial ‘Life world’
Venture Programme Market
 In essence
• Entrepreneurship educators engaging students as co-
learners, and evoking their curiosity to pose new
questions about enterprise
• “Grounding” students in their own creativity and
supporting them to build the confidence needed to
develop alternative understandings of how
entrepreneurship can function – for themselves, and
• Challenging our own positions, and adopting a
pedagogical process of invention, stimulating curiosity,
co-creation, thought-provoking questions and
entrepreneurial action.
In Iceland, the official term for ‘‘pedagogical
entrepreneurship’’ in school curricula is
‘‘innovation and the practical use of knowledge.’’
 “Having an idea and making it happen”
The Enterprise Concept focuses upon the development of
the enterprising person and the enterprising mindset.
These include
– intuitive decision making
– capacity to make things happen autonomously, networking
– initiative taking
– opportunity identification
– creative problem solving
– strategic thinking, and self efficacy
 “Having an idea and making it happen”
The Entrepreneurial Concept focuses upon the
application of these enterprising skills and the
entrepreneurial mindset in setting up a new venture,
growing an existing venture or designing an
entrepreneurial organisation.
The context might be
– business
– social enterprise
– charitable purpose
– non-governmental organisations or
– public sector bodies
 “Having an idea and making it happen”
The Innovation Concept is the product of the
Entrepreneurial Concept.
• Innovation is creating and exploiting opportunities for
new ways of doing things resulting in better products
and services, systems and ways of managing people
and organisations.
• The successful pursuit of innovation is a function of
individual enterprising endeavour and entrepreneurial
organisation capacity.
 Three forms of Entrepreneurship Education
Description Pedagogical form Perspective
Generalised Courses on entrepreneurship Lectures, case No person
entrepreneurship theory; studies, perspective
education General introductions to textbooks
business planning

Enterprise Education initiatives confronting Real world A third

education as the learner with a specific problem solving person
situation, problem and and reflection perspective
experiential or inviting her to solve real
problem based problems based on the existing
learning knowledge or reflection

Enterprise initiatives that utilise the Learner’s own A first-

education as an heterogeneity of learner’s problem and person
everyday practice everyday practice to reveal her disharmonies in perspective
individual opportunity nexus his everyday life
Entrepreneurship teaching now goes with the process of
creating successful new small enterprises by providing an
integrated range of services -

1. Incubator space on flexible and affordable terms

2. The provision of a comprehensive range of common
services
3. Strict admission and exit rules, which are designed to
ensure that the incubator concentrates its efforts on
helping innovative, fast-growth business start-ups
4. Professional management of incubator
5. ‘Hands on’ assistance, including R&D advice and risk
capital, usually through a network of external providers.
 Extreme pedagogy
Extreme pedagogy takes place when all stakeholders
have a collective intention and ownership in producing
graduates with relevant entrepreneurial skills.

Conceptual foundation is based on -

• Psychological ownership theory
• Effective of use of extreme ownership in military
contexts
• Role of universities and their leaders, instructors,
students
What I have tried in class?
1. Why I want / do not want to be an entrepreneur
2. Services / products, I feel, that have a market in India in
the next five years
3. Academic entrepreneurial opportunities
4. Prospects for a new <identified> product / service
5. My views on Indian start ups
6. Eco-system for technology entrepreneurs in India
7. Agri-preneurs
8. Being a part-time entrepreneur
9. My new product ideas for Indian market
 Activities
• Debate
– It is Government’s responsibility to create employment

• Presentation
Entrepreneurship related schemes of GoI
Business / entrepreneurial ideas -
Segments: Agriculture
Manufacturing
Services
Entrepreneurial trait survey
Creativity traits among IPE students

• Case discussion
• Book discussion
What is the unique service / product for Indian’s
you can think of?
Let us adopt Two Different Approaches

Idiosyncratic
Personalised & Engaged
Subject knowledge
Ent. Education on context,
Universalistic culture & Circumstances
Detached & Course Desc as
Disengaged Learning process
Objective Knowledge Control ‘How’
it is learned
General Models for

Ou
Entrepreneurship Education

ts o
ur
Course Desc. as teaching content

ce
th
Control ‘What’ is taught

s i
What is the problem in the product?
 Why we are entrepreneurial in our outlook?

• We saw news about moonlighting by software personnel

during Covid work from home
• Is our value system a problem? (varna system?)
• Is our population base right-brained and not prone to problem
solving?
• Is there a problem with ease of doing business?
• Is our bureaucracy incorrigibly corrupt?
• …
Thank You!