This research reports the most meaningful experiences, and their relations, students had while studying team-based entrepreneurship in the context of experiential action learning in higher education, particularly in developing countries. The findings deepen the understanding of entrepreneurial learning and entrepreneurship education and can support and be used to develop ways to learn entrepreneurship and entrepreneurial actions. The key questions answered are:1) How does recent international research describe entrepreneurial learning and entrepreneurship education in higher education and the theories of experiential and action learning and their roles in entrepreneurial learning? 2) Which kinds of learning environments encourage and motivate students to engage in risk-taking and enable them to practise handling uncertainty and insecurity? How can such learning environments be created? 3) How does team learning fit into entrepreneurship education and entrepreneurial learning? In what ways could team learning support the development of entrepreneurial learning? 4) What is the role of emotions in entrepreneurship education? What are the main sources of positive and negative emotions in entrepreneurship education learning process, and how do the learners experience them during the learning process? The dissertation consists of four independent but complementary research articles and their framework, which is grounded in entrepreneurship education and entrepreneurial learning theories as well as their connection to experiential action learning and entrepreneurial learning as a social learning process. The research methodology represents socio-constructive and hermeneutic research traditions. Entrepreneurship students' most powerful experiences were found to be learning risk-taking, handling uncertainty, team learning and emotions in the learning process. The main contributions of this research are the findings on students' attitudes and deep beliefs concerning learning, which changed and thus enabled the learning to transform into deep learning. Teamwork, action and emotions constitute a kaleidoscope model of deep entrepreneurial learning, which supports the designers of entrepreneurship education and entrepreneurial learning and reminds them that it is best to consider these aspects and their synergies in learning when targeting deep learning and real impact as well as change in learners' entrepreneurial actions and thinking.
|Translated title of the contribution||Teamwork, action and emotions – insights on entrepreneurship education and entrepreneurial learning in the context of experiential action learning|
|Publication status||Published - 2019|
|MoE publication type||G5 Doctoral dissertation (article)|
- entrepreneurship education
- entrepreneurial learning
- experiential action learning