A study published in the International Journal of Entrepreneurship and Small Business has investigated entrepreneurship education within higher education institutions. The results shed light on the critical role of such educators in engaging with students and communities while navigating various institutional perspectives.
Ethné Swartz of Montclair State University, New Jersey, Dianne H.B. Welsh of the University of North Carolina (Greensboro), Steven Tello of the University of Massachusetts Lowell, Lowell, USA, and Norris Krueger of Kyushu University, Fukuoka, Japan, collected and analysed survey data to understand the dynamics of entrepreneurship education.
The team found a correlation between institutional roles and the level of engagement in boundary-spanning activities. Boundary spanning refers to connections between disparate groups, departments, or organizations within a larger system. It involves individuals or units that operate at the interface between different domains, facilitating communication, collaboration, and information exchange across various boundaries. In the context of entrepreneurship education, boundary spanning often entails interactions between educators, students, academic departments, industry partners, and community organizations to promote learning, innovation, and engagement.
Intriguingly, faculty members, despite their active involvement, showed lower levels of engagement compared to other stakeholders. This raises concerns about the factors influencing faculty commitment, with tenure requirements being identified as a potential deterrent due to their heavy emphasis on research outcomes.
The study underscores the need for further investigation into the motivations and challenges within entrepreneurship education. It highlights the evolving nature of the educator’s role and emphasizes the importance of aligning roles with core values, whether focusing on teaching, networking, or student-centred activities.
The work also draws attention to the increasing complexity of the institutional environment in which entrepreneurship education operates. It points to the growing significance of governing boards in navigating such complexities. In essence, the study provides insights into the challenges faced by entrepreneurship educators and the changing institutional context shaping their roles.
These findings have broader implications beyond academia for society and he wider economy. Understanding and supporting entrepreneurship educators are therefore important in fostering innovation and community engagement.
Swartz, E., Welsh, D.H.B., Krueger, N. and Tello, S. (2024) ‘Engagement through boundary spanning: insights from US entrepreneurship educators‘, Int. J. Entrepreneurship and Small Business, Vol. 51, No. 3, pp.281-300.
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