Entrepreneurial (Un)Learning Through Games: A Threshold Concepts Perspective
(2025) Handbook of Research on Entrepreneurial Learning — ISBN: [9781803922201], p. 265-277, published
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- Abstract
- This chapter questions the use of games for entrepreneurial learning among students, based on qualitative research conducted with three successive cohorts of students taking a master’s-level Entrepreneurship elective. Games are conceptualized as opening liminal spaces for the learning of difficult, transformational, “threshold” concepts. Through this lens, the authors explain possible traps, such as getting stuck in a liminal space. A model is developed to sequence a three-phase process through which games can act as levers for students’ entrepreneurial learning: during phase 1, students experience the troublesomeness of the concept and thereby enter the liminal space; in phase 2 they experience unlearning and accepting the possibility of “being wrong”; and in phase 3 they experience the integrative and bounded nature of the threshold concept by articulating it with other concepts and tools in various entrepreneurial contexts.
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Citations
Hermans, J., Jacquemin, A., & Malcourant, E. (2025). Entrepreneurial (Un)Learning Through Games: A Threshold Concepts Perspective. In Politis, D., Aaboen, L. & Gabrielsson, J. (ed.), Handbook of Research on Entrepreneurial Learning (p. p. 265-277). Edward Elgar Publishing Ltd. https://hdl.handle.net/2078.5/272281