A systematic literature review of the evolution of pedagogy in entrepreneurial education research

Research output: Contribution to journalReview article

Abstract

Purpose: The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades. Design/methodology/approach: The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study. Findings: The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning. Originality/value: The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

Details

Authors
Organisations
External organisations
  • Halmstad University
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Educational Sciences

Keywords

  • Entrepreneurial education, Entrepreneurship, Evolution, Pedagogy, Systematic literature review
Original languageEnglish
JournalInternational Journal of Entrepreneurial Behaviour and Research
Publication statusPublished - 2019
Publication categoryResearch
Peer-reviewedYes