Nourishing and being nourished in return through education for sustainable entrepreneurship: a multiple case study
(2024) Education for Sustainable Development: the contribution of universities — Location: Valetta, Malta (5.June.2024)
Files
Submission_ANASTASIA_JACQUEMIN.pdf
Closed Access - Adobe PDF
- 187.24 KB
Details
- Authors
- Abstract
- The construction of entrepreneurship education relates to the need of various inter-related actors of the educational ecosystem such as economic, political, institutional actors (macro-level), educational organizational structures (meso-level) and individuals (micro-level) (Fayolle & Gailly, 2008; Liu, 2022). The development of the entrepreneurial capacity of European citizens and organizations has been one of the key policy objectives for the EU for many years (Ball, 1989). In this context, sustainable entrepreneurship education is one of the most frequent topics studied in the sustainable entrepreneurship literature (Thananusak, 2019). Dominant research areas are about students and education’s impacts on their competencies, mindset, traits and behavior towards sustainability and business (Sharma et al., 2020). However, there is still a call from scholars to reverse studies’ object from learning receivers’ centered studies to learning givers’ centered ones overcoming purely functional performance variables. Future research could focus on the role of instructors in the development of pedagogical mechanisms, the underlying practices and the evolution of their professionalism and competences (Champy Remoussenard, 2022; Nabi et al., 2017; Pittaway & Cope, 2007; Sharma et al., 2020) 2020). In our research, we rather question “How do agents involved in education for sustainable entrepreneurship give meaning to their work?”. We conducted a multiple case study of four different schools working with an external partner to offer an introductory program to sustainable entrepreneurship. We collected data among school heads, teachers and partners involved in projects. Data collection is still under progress, but preliminary results stress that teachers are nurtured back by the sustainable entrepreneurship education they provide when it is properly aligned with their values around sustainability and their desire to share it through experiential learning. We further observed that student-led projects development fosters pride among school heads and increases their commitment in student’ projects. Finally, we observed the extent to which external partners see their role in these projects as a mission, and even extend it through other activities in their personal lives.
- Affiliations
Citations
Anastasia, S., & Jacquemin, A. (2024). Nourishing and being nourished in return through education for sustainable entrepreneurship: a multiple case study. Education for Sustainable Development: the contribution of universities, Valetta, Malta. https://hdl.handle.net/2078.5/216968