Entrepreneurial learning at the boundary: How to learn from a local cheese maker
The learning innovation we report in this article is an international rapid-prototyping event (48 hours) in which teams of international BSc and MSc students from two universities (Western Europe and South-East Africa, respectively) jointly designed and developed a prototype for a local small-busine...
| Autores principales: | , , , , |
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| Formato: | Journal Article |
| Lenguaje: | Inglés |
| Publicado: |
SAGE Publications
2021
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| Materias: | |
| Acceso en línea: | https://hdl.handle.net/10568/109007 |
| _version_ | 1855528215496359936 |
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| author | Lans, Thomas Lubberink, Rob Ploum, Lisa Ammann, Marie Gondwe, Sera |
| author_browse | Ammann, Marie Gondwe, Sera Lans, Thomas Lubberink, Rob Ploum, Lisa |
| author_facet | Lans, Thomas Lubberink, Rob Ploum, Lisa Ammann, Marie Gondwe, Sera |
| author_sort | Lans, Thomas |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | The learning innovation we report in this article is an international rapid-prototyping event (48 hours) in which teams of international BSc and MSc students from two universities (Western Europe and South-East Africa, respectively) jointly designed and developed a prototype for a local small-business owner in a developing economy. The learning innovation has its origin in the simple observation that the majority of the current theories, cases, and learning activities that characterize entrepreneurship education have their origin in western-oriented epistemologies and ontologies. The goal of this entrepreneurial learning activity was to develop students’ entrepreneurial competencies through interaction and cross-boundary entrepreneurial problem-solving between university students from western and non-western origin. The results underpin that it is very worthwhile for higher education teachers—who look for new, cost-effective “wide” entrepreneurship education programs—to adopt such events. The results show that the program not only contributes to short-term impact (e.g., joy of learning and collaborating, confidence in the own expertise, and seeing where to contribute) but also enables longer term impact (e.g., moving from intention to an actual start-up). Moreover, the activity produces actual solutions that, in this case the cheese maker can implement, can help the business to grow and survive. |
| format | Journal Article |
| id | CGSpace109007 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | SAGE Publications |
| publisherStr | SAGE Publications |
| record_format | dspace |
| spelling | CGSpace1090072024-01-23T12:04:17Z Entrepreneurial learning at the boundary: How to learn from a local cheese maker Lans, Thomas Lubberink, Rob Ploum, Lisa Ammann, Marie Gondwe, Sera entrepreneurship prototypes enterprises food security agriculture climate change The learning innovation we report in this article is an international rapid-prototyping event (48 hours) in which teams of international BSc and MSc students from two universities (Western Europe and South-East Africa, respectively) jointly designed and developed a prototype for a local small-business owner in a developing economy. The learning innovation has its origin in the simple observation that the majority of the current theories, cases, and learning activities that characterize entrepreneurship education have their origin in western-oriented epistemologies and ontologies. The goal of this entrepreneurial learning activity was to develop students’ entrepreneurial competencies through interaction and cross-boundary entrepreneurial problem-solving between university students from western and non-western origin. The results underpin that it is very worthwhile for higher education teachers—who look for new, cost-effective “wide” entrepreneurship education programs—to adopt such events. The results show that the program not only contributes to short-term impact (e.g., joy of learning and collaborating, confidence in the own expertise, and seeing where to contribute) but also enables longer term impact (e.g., moving from intention to an actual start-up). Moreover, the activity produces actual solutions that, in this case the cheese maker can implement, can help the business to grow and survive. 2021-07 2020-08-12T15:28:51Z 2020-08-12T15:28:51Z Journal Article https://hdl.handle.net/10568/109007 en Open Access SAGE Publications Lans T, Lubberink R, Ploum L, Ammann M, Gondwe S. 2020. Entrepreneurial learning at the boundary: How to learn from a local cheese maker. Entrepreneurship Education and Pedagogy 0(0):1-22. |
| spellingShingle | entrepreneurship prototypes enterprises food security agriculture climate change Lans, Thomas Lubberink, Rob Ploum, Lisa Ammann, Marie Gondwe, Sera Entrepreneurial learning at the boundary: How to learn from a local cheese maker |
| title | Entrepreneurial learning at the boundary: How to learn from a local cheese maker |
| title_full | Entrepreneurial learning at the boundary: How to learn from a local cheese maker |
| title_fullStr | Entrepreneurial learning at the boundary: How to learn from a local cheese maker |
| title_full_unstemmed | Entrepreneurial learning at the boundary: How to learn from a local cheese maker |
| title_short | Entrepreneurial learning at the boundary: How to learn from a local cheese maker |
| title_sort | entrepreneurial learning at the boundary how to learn from a local cheese maker |
| topic | entrepreneurship prototypes enterprises food security agriculture climate change |
| url | https://hdl.handle.net/10568/109007 |
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