Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education

Educator challenges in the development and delivery of constructivist active and experiential... The purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Small Business and Enterprise Development Emerald Publishing

Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education

Download PDF
19 pages

Loading next page...
 
/lp/emerald-publishing/educator-challenges-in-the-development-and-delivery-of-constructivist-P5kV6PcuHM
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1462-6004
DOI
10.1108/jsbed-01-2018-0025
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

Journal

Journal of Small Business and Enterprise Development – Emerald Publishing

Published: Apr 9, 2019

Keywords: China; Active learning; Entrepreneurship education; Experiential learning; Vocational education; Constructivist education

References

  • Research practices in entrepreneurship: problems of definition, description and meaning
    Anderson, A.R.; Starnawska, M.
  • Enterprise education with Chinese characteristics: policy, practices and uneven development in PRC
    Anderson, A.R.; Zhang, X.
  • A pragmatic view of thematic analysis
    Aronson, J.
  • Enabling entrepreneurial minds: using appreciate inquiry as a pedagogical tool for uncovering self-awareness and for generating constructivist learning
    Assudani, R.; Kilbourne, L.
  • Identifying teaching methods that engage entrepreneurship students
    Balan, P.; Metcalfe, M.
  • Making sense of focus groups
    Barbour, R.S.
  • Applying enterprise: active learning environments for business higher national diploma students
    Bell, H.; Bell, R.
  • Developing the next generation of entrepreneurs: giving students the opportunity to gain experience and thrive
    Bell, R.
  • Unpacking the link between entrepreneurialism and employability: an assessment of the relationship between entrepreneurial attitudes and likelihood of graduate employment in a professional field
    Bell, R.
  • Replicating the networking, mentoring and venture creation benefits of entrepreneurship centres on a shoestring: a student-centred approach to entrepreneurship education and venture creation
    Bell, R.; Bell, H.
  • Cross-cultural marketing research: a discussion of equivalence issues and measurement strategies
    Bhalla, G.; Lin, L.
  • Enhancing teaching through constructive alignment
    Biggs, J.
  • What the student does: teaching for enhanced learning
    Biggs, J.
  • Using thematic analysis in psychology
    Braun, V.; Clarke, V.
  • Back translation for cross-cultural research
    Brislin, R.
  • Qualitative research: qualitative interviews in medical research
    Britten, N.
  • The Chinese learner – a question of style
    Chan, S.
  • Learning-by-doing as an approach to teaching social entrepreneurship
    Chang, J.; Benamraoui, A.; Rieple, A.
  • Putting students on the path to learning: the case for fully guided instruction
    Clark, R.E.; Kirschner, P.A.; Sweller, J.
  • Groupwork as a form of assessment: common problems and recommended solutions
    Davies, W.M.
  • Achieving marketing curriculum integration: a live case study approach
    Elam, E.L.R.; Spotts, H.E.
  • Towards a feasible model for shared decision making: focus group study with general practice registrars
    Elwyn, G.; Edwards, A.; Gwyn, R.; Grol, R.
  • Personal views on the future of entrepreneurship education
    Fayolle, A.
  • Charting the experiential territory: clarifying definitions and uses of computer simulation, games, and role play
    Feinstein, A.H.; Mann, S.; Corsun, D.L.
  • Authentic assessment and pedagogical strategies in higher education
    Fook, C.Y.; Sidhu, G.K.
  • Entrepreneurship education in Germany and Sweden: what role do different school systems play?
    Fuchs, K.; Werner, A.; Wallau, F.
  • Using computer games for instruction: the student experience
    Grimley, M.; Green, R.; Nilsen, T.; Thompson, D.; Tomes, R.
  • The surplus value of an authentic learning environment
    Gulikers, J.T.M.; Bastiaens, T.J.; Martens, R.L.
  • An entrepreneurial-directed approach to entrepreneurship education: mission impossible?
    Heinonen, J.; Poikkijoki, S.-A.
  • Graduate identity and employability
    Hinchliffe, G.W.; Jolly, A.
  • Goals and strategies of a problem-based learning facilitator
    Hmelo-Silver, C.; Barrows, H.
  • Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006)
    Hmelo-Silver, C.E.; Duncan, R.G.; Chinn, C.A.
  • Competing perspectives on graduate employability: possession, position or process?
    Holmes, L.
  • Becoming a graduate: the warranting of an emergent identity
    Holmes, L.M.
  • Entrepreneurship education: toward a model of contingency-based business planning
    Honig, B.
  • Using focus groups to facilitate culturally anchored research
    Hughes, D.; DuMont, K.
  • Entrepreneurship education within the enterprise culture: producing reflective practitioners
    Jack, S.L.; Anderson, A.R.
  • Skill mastery and the formation of graduate identity in bachelor graduates: evidence from Australia
    Jackson, D.
  • Dimensions of dialogue: large classes in China
    Jin, L.; Cortazzi, M.
  • Enterprise education as pedagogy
    Jones, B.; Iredale, N.
  • An update of marketing student perceptions of learning activities: structure, preferences, and effectiveness
    Karns, G.L.
  • Entrepreneurship education: a need for reflection, real-world experience and action
    Kassean, H.; Vanevenhoven, J.; Liguori, E.; Winkel, D.E.
  • Motivation losses in small groups: a social dilemma analysis
    Kerr, N.L.
  • Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields
    Kim, S.
  • Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
    Kirschner, P.; Sweller, J.; Clark, R.E.
  • Qualitative research: introducing focus groups
    Kitzinger, J.
  • The relationship between learning satisfaction and career competencies
    Kong, H.; Yan, Q.
  • Expansion of vocational education in neoliberal China: hope and despair among rural youth
    Koo, A.
  • Enacting entrepreneurship as social value creation
    Korsgaard, S.; Anderson, A.R.
  • The challenge to rekindle China’s innovative spirit
    Kriz, A.
  • The emergence of entrepreneurship education: development, trends, and challenges
    Kuratko, D.F.
  • Venture creation programs: bridging entrepreneurship education and technology transfer
    Lackéus, M.; Williams Middleton, K.
  • Entrepreneurship education and employment performance: an empirical study in Chinese university
    Li, Z.; Liu, Y.
  • The factors that influence the development of entrepreneurship education: based on the case of China
    Lin, S.; Xu, Z.
  • Developing entrepreneurship education: comparing traditional and alternative teaching approaches
    Lourenco, F.; Jones, O.
  • Integrating ‘education for entrepreneurship’ in multiple faculties in ‘half-the‐time’ to enhance graduate entrepreneurship
    Lourenço, F.; Taylor, T.G.; Taylor, D.W.
  • The performative turn in the assessment of student learning: a rights perspective
    Macfarlane, B.
  • Focus groups in distance nursing education
    MacIntosh, J.A.
  • ‘Authentic alignment’ – a new framework of entrepreneurship education
    Macht, S.A.; Ball, S.
  • Should there be a three-strikes rule against pure discovery learning?
    Mayer, R.E.
  • Rigour and qualitative research
    Mays, N.; Pope, C.
  • Faculty perceptions about barriers to active learning
    Michael, J.
  • The scholarship of teaching and learning entrepreneurship
    Neck, H.M.; Corbett, A.C.
  • Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic
    Nyadu-Addo, R.; Mensah, M.S.B.
  • A conceptual framework for entrepreneurship education policy: meeting government and economic purposes
    O’Connor, A.
  • Enhancing entrepreneurial marketing education: the student perspective
    Peltier, J.W.; Scovotti, C.
  • The good, the bad, and the ugly: the many faces of constructivism
    Phillips, D.C.
  • Action-based entrepreneurship education
    Rasmussen, E.A.; Sørheim, R.
  • Problem-based learning: an introduction
    Rhem, J.
  • Culture as a determinant of the importance level business students place on ten teaching/learning techniques: a survey of university students
    Rodrigues, C.A.
  • Theorising a model for teaching and assessing reflective learning in higher education
    Ryan, M.; Ryan, M.
  • Experiential entrepreneurship in the classroom: effects of teaching methods on entrepreneurial career choice intentions
    Sherman, P.S.; Sebora, T.; Digman, L.A.
  • Self-stereotyping and social context: the effects of relative in-group size and in-group status
    Simon, B.; Hamilton, D.L.
  • Global entrepreneurship monitor 2014 global report
    Singer, S.; Amoros, J.; Arreola, D.M.
  • Ropes, poles, and space active learning in business education
    Snyder, K.D.
  • Tensions and challenges in China’s education policy borrowing
    Tan, C.
  • Constructivism and pedagogical reform in China: issues and challenges
    Tan, C.
  • Does Chinese university entrepreneurship education fit students’ needs?
    Tang, M.; Chen, X.; Li, Q.; Lu, Y.
  • Graduate employability: a review of conceptual and empirical themes
    Tomlinson, M.
  • A comparison of western business instruction in China with US instruction: a case study of perceived program emphases and satisfaction levels
    Van Auken, S.V.; Wells, L.G.; Borgia, D.
  • Advances and challenges in entrepreneurship education
    Vanevenhoven, J.
  • Why are students quiet? Looking at the Chinese context and beyond
    Xie, X.
  • Towards an understanding of experiential learning in China’s hospitality education
    Yang, H.; Cheung, C.
  • Chinese business students' changes in beliefs and strategy use in a constructively aligned PBL course
    Zhao, K.; Zhang, J.; Du, X.
  • A review of entrepreneurship education for college students in China
    Zhou, M.; Xu, H.