22 SES 03 B, Enterpreneurship in Teaching
This research project aims to identify and examine the synergies between Enterprise Education (EE) and Sustainability Education (ESD) in Higher Education and to evaluate the potential for a merged pedagogical approach, critically informed by best practice in both fields. This intentional conflation aims to strengthen students’ acquisition of the 21st century skills, knowledge, and attitudes (including values and dispositions) that will be essential for the creation of a more sustainable and socially just future.
Enterprise and sustainability, and the two ‘educations’ that promote them (Enterprise Education EE and Education for Sustainable Development ESD), have shared similar trajectories in Higher Education over recent years, edging their way in from the margins to more validated positions within mainstream agendas. The two fields share many similar characteristics: both provoke debates over their ‘definitions’ and both have suffered from a bolt-on approach where regular learning activities have been ‘retrofit’ with an element of sustainability or enterprise. Both are ‘future-facing’ and share similar pedagogical approaches to this end, such as experiential and active learning, participatory approaches, and analytical problem-solving. Yet, the two fields have remained largely bound to their respective camps from where, until very recently, they have spied the other with a degree of mutual suspicion.
This research project seeks to identify what, and where, is the common ground between EE and ESD. What potential synergies and opportunities exist in pedagogical approaches, learning outcomes, and assessment practices? How different are the ‘languages’ of sustainability and enterprise, and where are the points of departure, particularly in terms of ethics and values?
The project explores examples of current best practice in ESD and EE in a national and international context and asks what pedagogies ‘work’ best in these contexts in the cultivation of enterprising and sustainability-literate graduates.
Finally, understanding practitioners from the two fields from an identity perspective, what perceptions, attitudes, and/or preconceptions do practitioners of EE and ESD hold towards ‘sustainability’ and ‘entrepreneurship’ respectively?
Harmeling, S. (2011) ‘Re-storying an entrepreneurial identity: education, experience and self-narrative’, Education & Training, 53:8/9, pp. 741-749 Lautenschlägler, A. & Haase, H. (2011) ‘The myth of Entrepreneurship Education: Seven arguments against teaching business creation at university’, Journal of Entrepreneurship Education, 14, pp. 147-16 Sandri, O. (2013) ‘Exploring the role and value of creativity in education for sustainability’, Environmental Education Research, 19:6, pp. 765-778 Sterling, S. (2001) Sustainable Education: Revisioning Learning and Change, Schumacher Briefings, Green Books: Totnes
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