Browse by title

You are looking at 1 - 10 of 36 items :

  • Business and Management x
  • Teaching Methods in Business and Management x
  • Entrepreneurship x
Clear All Modify Search
You do not have access to this content

Edited by Colin Jones

How to Become an Entrepreneurship Educator is the first book to tackle the pressing issue of where to find the educators to meet the global demand for entrepreneurship education. Chapters unite the developmental trajectories of 20 eminent contemporary experts at different levels of enterprise education, to share the collective lessons learned. This book is an invaluable guide to educators from numerous backgrounds looking to reflect on their own practice and to contemplate new strategies for teaching enterprise and entrepreneurship.
This content is available to you

Edited by Colin Jones

This content is available to you

Edited by Colin Jones

This content is available to you

Colin Jones

You do not have access to this content

Colin Jones

You do not have access to this content

Colin Jones

The king, dictator, employer or teacher who does things for others which they might have accomplished for themselves thereby weakens the capacity and worth of citizens, workers and students. (Lindeman, 1926: 48)

You do not have access to this content

Colin Jones

Fear of freedom, of which its possessor is not necessarily aware, makes him see ghosts. Such an individual is actually taking refuge in an attempt to achieve security, which he prefers to the risks of liberty. (Freire, 1974: 20)

You do not have access to this content

Colin Jones

As we are … prisoners of the practices we choose, we had better develop them well.

This content is available to you

Colin Jones

You do not have access to this content

Colin Jones

In developing the first signature pedagogy for entrepreneurship education, Colin Jones unites the contexts of enterprise and education at the intersection of scholarship, transformational learning and student engagement. Good teaching for entrepreneurship is shown to emerge both from the educator and the students’ interest. For the educator, a process of scholarly leading is required to support student interest – from the alternate perspective, students require a willingness to welcome uncertainty and challenge the existing boundaries to effectively develop a capacity for self-negotiated action.