Creation, control, and co-existence: The foundations for experiential entrepreneurial education

Research on entrepreneurial education and entrepreneurial universities has discussed the emergence of an experiential approach for teaching entrepreneurship and the entrepreneurial mindset. Experiential entrepreneurial education, however, comes with own set of challenges, namely, 1) shifting from a push to a pull model of learning, 2) facilitating transdisciplinary team working, and 3) co-existence within existing university paradigms. Thus, the focus of this study lies in understanding the key foundations for experiential entrepreneurial education. The study looked at a pilot on entrepreneurial education aimed at master’s students, The Young Innovator and Entrepreneurs Pilot, which was conducted under the EU ATTRACT initiative. This study was able to obtain multiple perspectives from the students, faculty, and the organizers of this pilot. A total of 22 interviews were conducted in a semi-structured format for this study. The study reveals that creation, control, and co-existence lie as the key foundations tor teaching experiential entrepreneurial education. Creation pertains to the constructivist approach this form of education requires, as well as the skills of creativity and risk-taking which were identified as key skills for an entrepreneurial mindset. Control refers to the level of control exerted by students and faculty in this pull-based model of learning where students are encouraged to learn by doing. Co-existence, in this context, relates to the ability of experiential entrepreneurial education to 1) co-exist within existing university paradigms, showcasing an alternative mode of teaching, 2) facilitation and supporting of transdisciplinary team working within experiential entrepreneurial education. Overall, the findings are relevant as universities are now expanding upon their missions and roles within society, helping to not only educate but to shape tomorrow’s workforce and economy