TY - JOUR
T1 - How Learning Spaces Matter in Entrepreneurship Education
T2 - Introducing the Concept of Topopraxis
AU - Christensen, Bo
AU - Arendt, Kasper Merling
AU - Hjorth, Daniel
PY - 2023/3
Y1 - 2023/3
N2 - 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.
AB - 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.
KW - Learning space
KW - Entrepreneurship education
KW - Design thinking
KW - Studio-based learning
KW - Experiential learning
KW - Learning outcomes
KW - Learning space
KW - Entrepreneurship education
KW - Design thinking
KW - Studio-based learning
KW - Experiential learning
KW - Learning outcomes
U2 - 10.1080/08985626.2023.2176549
DO - 10.1080/08985626.2023.2176549
M3 - Journal article
SN - 0898-5626
VL - 35
SP - 317
EP - 336
JO - Entrepreneurship & Regional Development
JF - Entrepreneurship & Regional Development
IS - 3-4
ER -