Learning to become an entrepreneur: integrating the threshold concept approach and social learning theory in Higher Education

Hatt, Lucy; Shao, Xin; Dobson, Emma

Abstract

This paper suggests a conceptual framework to inform entrepreneurship education, integrating the threshold concept approach and social learning theory. It forms part of a doctoral research project consisting of an extended transactional curriculum inquiry interrogating the perspective of entrepreneurs, educators and students regarding aspects critical to thinking as an entrepreneur. After outlining the threshold concept approach, social learning theory, in particular communities of practice, is suggested as a context in which to position threshold concepts. It is proposed that the purpose of entrepreneurship education could be to cultivate the ways of thinking and practicing of an entrepreneur in students. This will encourage the establishment of a pedagogy specific to entrepreneurship built around entrepreneurship threshold concepts, and informed by social learning theory, rendering it distinctive and enabling a greater degree of effectiveness, alignment and consensus.

Citation

Hatt, L., Shao, X., & Dobson, E. (2019). Learning to become an entrepreneur: integrating the threshold concept approach and social learning theory in Higher Education. In Imagining Better Education: Conference Proceedings 2018 (70-82)

• Conference Name: Imagining Better Education
• Conference Location: Durham, England
• Publication Date: Jan 1, 2019
• Deposit Date: Mar 15, 2019
• Publicly Available Date: Mar 15, 2019
• Pages: 70-82
• Series Title: Imagining Better Education
• Book Title: Imagining Better Education: Conference Proceedings 2018.
• ISBN: 9780907552154
• Publisher URL: https://www.dur.ac.uk/education/