Economic subjects | Management » Heywood-Southern - The Challenge to Entrepreneurship Educators

Source: http://www.doksinet Title: The Challenge to Entrepreneurship Educators (non obstante David Birch) Track: Entrepreneurial Learning and Education Dale Heywood, Alan Southern University of Liverpool United Kingdom D.Heywooc@liverpoolacuk a.south@liverpoolacuk Abstract Just over a decade ago in the journal Academy of Management Learning and Education Magnus Aronsson (2004) published a paper entitled “Education Matters – But Does Entrepreneurship Education? An interview with David Birch”. The reason for the interview was to open up a discussion on what might be required in the taught provision of entrepreneurship education. This was essential, it was argued, for entrepreneurship education to provide a more effective environment for encouraging entrepreneurship. In the paper Birch developed a critique of those involved in entrepreneurship education, particularly citing the role of institutions and the programmes they deliver and questioned their impact on producing high

quality entrepreneurs. This debate raised age old issues about practice and theory, about praxis, and about the role of structure and agency particularly relating to the contradictions that arise to even define the discipline of ‘entrepreneurship’. Less sophisticated although equally pertinent, is the question of whether entrepreneurship can be taught. The critique offered in the interview between Aronsson and Birch has left an impression on many entrepreneurship educators and it was this that became the starting point for the design of a programme developed by the authors of this paper. We decided to take on the challenge suggested to incorporate sales training, negotiation and other entrepreneurship relevant content into a curriculum for postgraduate entrepreneurship students at our institution. Our view was sympathetic to the critique offered by Birch so we sought to design a bespoke and creative entrepreneurship M-level degree that has sales and negotiation as the foundational

module of the programme. Other equally innovative modules support this The UK higher education system typically has a dissertation equating to a third of the degree. We replaced this with a three semester module on developing sales skills and teaching negotiation techniques which are practiced repeatedly. We believed we could legitimately question the functional purpose of a dissertation for people aiming to become entrepreneurs. However, in recognising the paradox often found between theory and practice, we felt that those critical, analytical skills that are part of the academic journey, particularly in the dissertation period, had an important role for nascent entrepreneurs. We recognised that if we could support students to produce an output, a paper, of ‘publishable standard’ we would take those students through a journey that would support their learning for entrepreneurship juxtaposed alongside practitioner-based pedagogy. This keeps at arms length, views articulated about

student learning that tended to be conservative and opposed to such a change. We present in this paper a case study of what we have sought to develop, showing the barriers we overcame and how we incorporated live projects, utilising various learning technologies and by encouraging entrepreneurial behaviour in the learning activities of students. We hope this case provides inspiration for other entrepreneurship educators to support the development of their courses and programmes in delivering a closer match between what universities can provide and what is required in entrepreneurship education. Keywords entrepreneurship education; critical skills; experiential learning; negotiation; research publication; dissertation redundancy 1. Introduction This paper shares the advantages of redeveloping a UK Masters level university programme which was designed to encourage students studying entrepreneurship to gain a better understanding and appreciation of several absent skills, competences

and experiences during their education. It explains the thinking behind the 1 Source: http://www.doksinet introduction of new features and demonstrates how students have benefited from them thus far. The programme we inherited had previously been an MBA and that was reflected in the structure of content focus. It was like many other MBA’s, a rather traditional business management programme but called MBA Entrepreneurship. The year long programme has been completely restructured over the past three years and has been built around a new 60 credits, three semester, foundation module, Sales, Selling & Negotiation. This was designed to be the spine of the degree partly in response to David Birch’s observation that sales lie at the heart of any successful entrepreneurial activity. In this paper we provide evidence of the innovative subjects and activities we have introduced over the entire degree which we feel differentiates our programme from other M-Level entrepreneurship

programmes. Consequently other educators may be encouraged to examine features such as the traditional dissertation for its educational and experiential purpose for entrepreneurship students. [Jeske 1984; Vos 2013] Readers will learn that there are a broader selection of subjects introduced to the degree which have inspired graduates and existing students to become more entrepreneurial even though they don’t all expect to set up new ventures. 2. Surveying Associated Literatures In order to cover all the associated literature areas required for this project it was necessary to cover many education research specialisms. These include the content of enterprise and entrepreneurship programmes, literature on the objectives and effectiveness of entrepreneurship and enterprise education, sales education, negotiation training and dissertation purposes in higher education. These are consequently set out in this order. 2.1 Content of enterprise and entrepreneurship education There is a great

deal of conflicting commentary and opinion when it comes to educators debating ‘what’ should be taught in entrepreneurship and enterprise education and indeed ‘how’ it should be taught (Gibb 2011; Leitch et al 2012). A division of enterprise and entrepreneurship education has emerged recently which now adds to the confusion of which is which (Harte & Stewart 2012; Jones & Matlay 2011). Enterprise education is often presented as more practical focussed whereas entrepreneurship education is presented as more start-up oriented. There are also debates about the expected outcome of entrepreneurship education with Leitch et al [2012] noting how the shift has moved from encouraging students to create new businesses on graduation to a new emphasis on regarding entrepreneurship as a way of thinking and behaving. This has been particularly problematic for us because we have a very diverse cohort of students who have come to study with us since taking over the programme in 2012.

We actively recruit small business owners, social entrepreneurs, family firm inheritors, nascent entrepreneurs, self employed people as well as those who have a less defined intention of ‘some day’ setting up a new business. Therefore the assumption and basis for much critique in the literature is that entrepreneurship fails to meet its expected outcome of more start-ups (Aronsson 2004; Pardo 2013). Some researchers argue educators should not only aim for more start-ups and new ventures to be created but to develop ‘autonomy’ (van Gelderen 2010) an entrepreneurial mindset (Collins et 2006) the ability to create new opportunities (Neck et al 2014) and focussing on the future (Fayolle 2013). It would appear that few other subjects taught at university come under as much scrutiny as entrepreneurship and enterprise education with the much debated ‘can entrepreneurship be taught’ at its heart. However with the rapid increase in universities providing entrepreneurship education

about, for and through (Sirelkhatim & Gangi 2015) it would seem that the market has decided it is a resounding ‘yes’ and students continue to apply in ever greater numbers. This poses an ongoing problem for educators however 2.2 What and How of Teaching Entrepreneurship The authors work in a traditional academic university which imposes its own requirements and traditions for how things should be done in the learning and teaching sphere. In agreement with Vanevenhoven [2013] we found that in order to challenge this traditional philosophy as entrepreneurship educators, we need to be entrepreneurial ourselves. What we proposed was a radical shift in education supported by the broader paradigm shift of moving from teacher centred education to a learner centred entrepreneurship education programme. A decade ago Lourenço & Jones (2006) following a full systematic literature review of what and how entrepreneurship education was taking place, identified a distinct difference

between the traditional teaching approach and what they termed an alternative approach. 2 Source: http://www.doksinet Table 1 Traditional and Alternative Teaching Approach A comparison of traditional and alternative teaching approach/mode for entrepreneurship education Traditional approach Alternative approach Knowledge Instructed to learners Constructed by learners Learners (e.g students, participants) Received knowledge and contain knowledge Constructors, discoverers and creator of knowledge Institutions (e.g Colleges, Universities, faculty) Relationships Classify and sort learners Develop learners’ competencies and talents Personal interactions among learners and between institutions and students Mixture of individualistic and interactive learning activities dynamic Activities, presentations, simulation, role-play, scenario, games, etc Teaching and learning is through ‘bottom-up’ constructive approach – transformative methodology Activity type Example of teaching

method Assumptions Source: Lourenço & Jones (2006) Impersonal relationship among learners and between institutions and learners Individualistic - static Lecturing, reading, question and answer session, advice and feedback etc Teaching and learning is through ‘top-down’ instructive approach – transmissive methodology The programme we have designed is very much more reflective of the ‘alternative approach’ with the learning intended to be transformative for students and graduates, not transmissive as is shown in Table 1. 2.3 Sales education and training literature Having decided to introduce a greater focus on sales and selling training for our students we consulted the literature. We found that all the academic journals publishing sales education research were USA based which was disappointing. This helped us appreciate there was scope for our MSc students to not only participate in the novel activities we were preparing for them, but they could also write about their

experiences and potentially contribute to research on sales education. The sales training literature is similarly contested for its efficacy [Bolander et al 2014] its place in the curriculum [Bowers & Summey 1983] why sales education needs to be thought of differently [Dixon & Tanner 2013] and how sales education can be transformative. Mani et al [2015] recommend the use of role play exercises to help students understand how body language can have either a positive or negative effect on outcomes. We have utilised these in our module Several literature reviews are equally critical of existing sales training programmes appealing for future research to concentrate on identified gaps [Cummins et al 2013]. Following their own detailed literature review of sales research Singh et al [2015] suggest that future sales training research needs to incorporate the effects of social media and its propensity for helping people acquire sales skills. The discipline of sales is closely

associated with marketing but also with negotiation. One example which links both together is Nielson & Border [2016] who show how sales professionals negotiate with the wider world. 2.4 Negotiation Training literature The literature in negotiation education and training is similarly diversified in subject, process and utility often being closely aligned with conflict resolution, law and international business. Pedagogy issues are dealt with rarely but some examples include Fortang [2000] who is interested in pedagogy of teaching negotiation. Borden & Viscomi [2015] recently addressed what they term “the wicked problem” of rethinking negotiation teaching. Others provide a reflective overview of how teaching negotiation has evolved over the decades [Greenhalgh & Lewicki [2015]. Other studies look at specific factors such as emotional intelligence and how it affects negotiations [Kim et al 2014] or how knowing the right questions to ask and when, are significant in

negotiations [Miles 2013]. On ‘what’ to teach and ‘how’ is a lively subject base in negotiation literature where 3 Source: http://www.doksinet suggestions on the use of role plays [Poitras et al 2013] and how the use of videos can be useful too [Williams et al 2008] whereas Bobot & Goergen [2010] are enthusiastic about the use of simulations to help with teaching negotiation techniques. Wade [2009] question how we measure success in negotiation outcomes and how intercultural dimensions are often overlooked in negotiation education programmes which goes directly to assessing how effective different approaches can be. So there is an overlap of scepticism between enterprise education researchers’ questioning if entrepreneurship can be taught with a not dissimilar suggestion in negotiation education research. 2.5 Dissertation Literature In order to achieve our radical improvements we first had to tackle the problem in M-Level taught education of the dissertation and

universities historic preference for signifying a master’s degree by the production of a dissertation [Grusendorf 1941, Vos 2013]. This feature has remained unchallenged for decades Where research is now beginning to appear, the question of the purpose of a dissertation has been raised. Anderson et al [2006, 2008] surveyed both students and supervisors and found parallel problems from both sides with commitment and expectations. de Kleijn et al [2014] highlight the tensions in students and supervisors having to adapt to one another’s expectations which are not always balanced. This outcome is also made explicit by Ginn [2014] looking at UK geography masters. Pilcher [2011] terms the dissertation ‘an elusive chameleon’ A recent literature review carried out by the Higher Education Academy [Vos 2013] introduces the problem of plagiarism and academic dishonesty when students are not supported sufficiently in the production of their thesis or dissertation. The review states that

dissertations require students to demonstrate higher level skills including evaluation, synthesis, critical analysis and judgement along with intellectual coherence as well as personal skills such as time management and the ability to prioritise tasks. It goes on to state: “Additional research is needed to determine whether the knowledge and skills can be developed and demonstrated using an alternative type of assessment that may also reduce the challenges and problems inherent in the current approach.” p11 We believe our ‘alternative’ proposal does just that and others have voiced similar concerns. Jeske [1984] lists five reasons why writing training workshops are required in order to produce not only the high quality writing required for a master programme, but also the advanced intellectual challenge highlighted in the Vos [2013] report mentioned above. Jeske recognises five problems with how the dissertation process was failing students: • • • • • Graduate

writers are usually unprepared for such professional writing tasks as the dissertation. Graduate departments neglect training in writing. Individual departments may offer research and methods courses, but these almost always focus on acquiring knowledge, not communicating it. The dissertation is a unique task performed in a unique situation. More attention to writing would result in sharper thinking Greater focus on dissertation-level writing would have long-term benefits for both student and profession. The authors’ consulted this paper and took on its suggestions when we were redeveloping the MSc Entrepreneurship programme. It may be over thirty years old but it still resonated with both authors Universities expect high level writing but don’t provide the support students had indicated they needed. We decided that our students would be challenged to aim for a ‘publishable standard article’ but with continuous support supervision throughout the entire process. 3. Refocusing

of our MSc Entrepreneurship Degree Having evidenced some of the areas in the higher education literature that were taken into consideration some tough decisions had to be made about what the final degree programme intended to achieve for our students. 3.1 Whats in and What’s out? Some of the content of the degree we inherited were dispensed with straight away and others have been removed or revamped over the past three years. Managing Finance covered traditional accountancy methods 4 Source: http://www.doksinet and was replaced with an entrepreneurship focussed Entrepreneurial Finance module which includes crypto currency uses, payment technology developments, sources of funding for start up businesses and uses crowdfunding in small teams as an assessment method. Table 2 Old Programme Structure and Focus Applied Business Research Methods Managing Finance Marketing Management Entrepreneurship & Business Creation Strategic Organisation Government & Business Consumer

Behaviour Social Enterprise Entrepreneurial Marketing Entrepreneurial Decision Making Computer Simulation Game = 5 days Dissertation 10,000 words 60 credit module Marketing Management also relied on traditional marketing theories where applied marketing techniques are better demonstrated and practised in Entrepreneurial Marketing. Students work with local SME’s to enhance their marketing position or the students own businesses if they have them. Strategic Organisation was changed from a compulsory module to an elective. Venture Dynamics: Buying Building Selling Enterprises was introduced as a module that takes entrepreneurship education into the business transfer realm [Heywood 2015]. 4. Dissertation Redundancy The most significant and contested change was the removal of the 60 credit Dissertation component and replacing it with a year long alternative scholarly article development. If we are training students to be productive in an occupation where a dissertation or large written

project will be required on a fairly regular basis, then the dissertation has immense value. However for the majority of students on the MSc Entrepreneurship programme over the past four years, the dissertation was perceived as a pointless ‘bolt on’ at the end of the year. Most M-Level degrees are recognised by traditional faculty as having a dissertation or thesis of varying lengths. Grusendorf (1941) questioned the purpose and relevance of dissertations at M-Level education as far back as 1941 and we agreed that there was a strong argument for making the dissertation redundant in our programme. The academic writing skills required to achieve a masters degree are still fundamental but in the form of a ‘publishable standard journal article’ instead. Increasing restrictions have been put on research conducted by students at our institution so we questioned if an extended literature review has the value it once had when primary research into a subject was permitted (Anderson et

al 2006, 2008, de Kleijn et al 2014). Supervision of dissertations is demanding on academics time when they would rather be conducting their own research or writing (Ginn 2014; Pilcher 2011). With increasing internationalisation of higher education, we found many students regard the summer semester as a travelling opportunity, not one where they needed to be focussed on writing a ten to fifteen thousand word dissertation. Below are some of the factors we took into consideration when deciding to remove the dissertation and replace it with the Sales, Selling & Negotiation module but with a publishable quality article instead: 4.1 Purpose of the dissertation to entrepreneurship graduates?  Quality and length of the dissertation  Supervision of the dissertation  Limitations on gathering primary research  Cost of producing numerous copies of a dissertation 5 Source: http://www.doksinet  Academic writing abilities of non native English writers 4.2 Article production

as a purposeful alternative  Shorter but targeted towards publication  Academically rigorous  Immersion in the Journal of their choice  Developmental learning incorporated into18 writing clinics  Spans the whole academic year  Mini viva session helps students communicate their research paper  Peer-to-Peer learning in the Student Conference day  Exposure to academics for their views on the article’s value and significance  Collegiate learning culture  Author identity needs to be gradually accepted  PhD potential is increased for writing and submitting an article whether it’s published or not Sales, Selling & Negotiation has been developed as the ‘Spine of the Degree’ from which other innovative modules hang like limbs as can be seen in Table 3. Other modules have been built to supplement the proactive entrepreneurship education experiences we want students to achieve. Table 3 New Programme with Sales, Selling & Negotiation as the ‘Spine

of the Degree’ Research Methods for Business Entrepreneurship & Business Creation Sales, Selling & Negotiation Part 1 2 videos = 20 credits Entrepreneurial Finance Venture Dynamics: Buying, Building, Selling Enterprises Sales, Selling & Negotiation Consumer Behaviour Strategic Organisation E-Business Strategy Part 2 2 videos = 20 credits Business Ethics Social Enterprise Becoming a Leader Entrepreneurial Marketing Sales, Selling & Negotiation Entrepreneurial Decision Making Part 3 1 video Written Article Student Conference Mini Viva 6 Source: http://www.doksinet 5. Academic Article Production Unlike the ‘bolt-on’ dissertation, Sales, Selling & Negotiation is taught over all thee semesters with six, two hour practical workshops each semester and six, two hour writing clinics each semester. This way students continuously develop their sales skills and negotiation techniques using role plays (Poitras et al 2011) and eventually develop an entrepreneur

identity through live selling situations (Williams et al 2008; Dixon & Tanner 2013) as well as developing an ‘author’s voice’ through working regularly on producing a scholarly quality journal article (Ginn 2014). The supervision of the written article has had the most benefit to students because they feel we are co creating their articles with them. They submit their work in progress every month for suggestions and comments from us and ideas about how to develop their papers further. When compared with the previous dissertation model of supervisors reading a two page proposal and first draft of a chapter only, the redeveloped structure and supervisory model is both more efficient and more productive. The standard of students’ scholarly writing improves incrementally with guidance from us as supervisors [see Sirelkhatim & Gangi 2015 as an example]. This has created a practical programme that fosters innovation, creativity, technology exploitation which demonstrates

enhanced enterprising skills and intellectual stimulation too. 5.1 Practising Sales and Negotiation Role play exercises are used to reflect real world and imaginary problems and situations and permit students to practice scenarios that represent everyday buying and selling situations. These in-class role play scenarios are a very popular method of transferring information but also of awakening student’s perception of sales and negotiation as fundamentally important to all businesses. Assessment topics can be created from current affairs. For example one of the authors was travelling to South America just as the media was reporting the intervention of the World Health Organisation with regard to the Zeka virus (WHO 2016). So students were given a ‘brief’ as either buyers or sellers of a recognised product which could prevent mosquito bites but is not in fact marketed as a mosquito repellent. This required clever manipulation of online customer feedback without claiming the product

will prevent Zeka infection. For the buyers team, who were a tourist business their task was to persuade the manufacturer of the product to sell them a large quantity as a first time customer. This similarly involved not mentioning explicitly why they were so eager to purchase this product whilst expecting them to demonstrate being willing to offer favourable terms to the supplier. Each group creates a video ‘pitch’ as either buyers or sellers based on information they can gather online and from mainstream media sources. 6. Entrepreneurship Educators Challenges Our ambitions meant we started with what we wanted students to learn and how we wanted them to learn and constructed ways and means of that learning being achieved (Biggs & Tang 2011). We have designed teaching and learning activities that directly address the learning outcomes. There is an ever challenging need to dispense with what has been taught ‘about’ entrepreneurship and an acceptance that students need to

learn ‘for’ and ‘through’ active participation in entrepreneurial situations (Neck et al 2014). Learning-by-doing (Chang et al 2014) has had a far greater impact on all our students for the past few years which encourages us to continually look for better learning and teaching styles which directly benefit students whilst they are learning. These also help graduates to adapt quicker to the demands of the labour market when they select their career paths. Every situation in life is presented as a potential selling and negotiation situation including interviews for jobs, opening a bank account, choosing a partner, deciding to have children, setting up a business and selecting a career so this subject should be given much greater prominence in the modern entrepreneurship and management education curriculum. 6.1 Limitations and Reflections As this is only the second year the new structure and module contents have run these are very early observations. We met determined resistance

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