Addressing the Pre/Post-university Pedagogy of Entrepreneurship Coherent with Learning Theories
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Entrepreneurship education has been initiated in higher education, especially Business Schools, as part of the curriculum but it is currently expanding to both pre- and post-university settings. It also encounters a split from academic environments to informal ones. At the crossroads of materializing educational needs in modern socioeconomic environments, this chapter aims to compare entrepreneurial teaching paradigms at different levels of the learner’s lifecycle. Once learning theories are important in supporting educators to precisely develop the pedagogy, compatibility between different theories and different levels of education underpins the systematic provision of entrepreneurial programmes across the learner’s lifecycle with consistent outcomes and evaluations. Drawing upon Illeris’s classification, this chapter addresses a selection of relevant learning theories to entrepreneurship: Dewey’s learning-by-doing, Kolb’s experiential learning, Lave and Wenger’s communities of practice, Engeström’s expansive learning and Mezirow’s transformative learning. From a lifelong learning perspective, the chapter discusses which educational theories are better suited to the school level where the entrepreneurial programmes are implemented. Thus, the chapter contributes to the pedagogical perspective of entrepreneurship, for which research has been limited.