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dc.contributor.authorArroteia, Nuno
dc.contributor.authorCurran, Ross
dc.contributor.authorBlesa, Andreu
dc.contributor.authorRipollés, Maria
dc.contributor.authorMusteen, Martina
dc.date.accessioned2020-03-16T14:31:12Z
dc.date.available2020-03-16T14:31:12Z
dc.date.issued2018-11-08
dc.identifier.citationArroteia, N. et al. (2018) Global board games project: a cross-border entrepreneurship experiential learning initiative. In: Gary Mulholland, Jason Turner (eds) Enterprising Education in UK Higher Education: Challenges for Theory and Practice. Routledgeen
dc.identifier.isbn9781315518138
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/19401
dc.description.abstractEntrepreneurship training and development in the context of higher education has grown tremendously over the past four decades. What began as offerings of a handful of courses aimed primarily at business planning and small business management has evolved into over 3.000 higher education institutions around the world offering degree programs and concentrations in entrepreneurship on both undergraduate and graduate levels (Morris, Kuratko and Cornwall, 2013). Universities – particularly in the USA, UK and EU – have invested into developing entrepreneurship curricula but also extra-curricular programs and infrastructure aimed at supporting enterprise development. It is consensus among educators that entrepreneurship can be taught (Kuratko, 2005). Indeed, entrepreneurship education research has become a field in its own right (Fayolle, Gailly and Lassas‐Clerc, 2006; Pittaway and Cope, 2007; Penaluna, Penaluna and Jones, 2012; Fayolle, 2013; Fayolle and Gailly, 2015; Pittaway et al., 2015; Nabi et al., 2017). As literature indicates, entrepreneurship education can have an important impact on a variety of outcomes, including entrepreneurial intentions and behaviours. Intentions are a motivation to engage in certain behaviour that is geared towards venture creation (Gibb, 2008, 2011) as well as recognition and exploitation of opportunities (Shane and Venkataraman, 2000). Moreover, research has also identified the impact of entrepreneurship education on more subjective indicators such as attitudes (Boukamcha, 2015), perceived feasibility (Rauch and Hulsink, 2015), and skills and knowledge (Greene and Saridakis, 2008). Recently, the literature on the best practices in entrepreneurship education has centred on the importance of experiential learning allowing students to create knowledge from their interactions with the environment (Kolb, 1984). The key to effective experiential learning is engaging students individually and socially in a situation that enables them to interact with elements of the entrepreneurial context thus moving them away from text-driven to action-driven learning mode (Morris, Kuratko and Cornwall, 2013). Increasingly, digital technologies have been leveraged to create a learning environment that provides opportunities for experiential learning (Onyema and Daniil, 2017). This chapter provides findings of a study related to the development and implementation of a collaborative, digitally supported simulation project aimed at enhancing entrepreneurial social skills in an international context.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.ispartofseriesRoutledge Studies in Entrepreneurship;
dc.titleGlobal board games project: a cross-border entrepreneurship experiential learning initiativeen
dc.typeBook chapteren
dc.identifier.doihttps://doi.org/10.4324/9781315518138-5
dc.peerreviewedYesen
dc.funderNo external funderen
dc.cclicenceN/Aen
dc.date.acceptance2018
dc.researchinstituteCentre for Enterprise and Innovation (CEI)en


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