This open access book provides selected teaching approaches, supporting methods, concrete examples of curricula as well as extracurricular teaching formats, which are predominantly tailored to both African and German requirements. These approaches were developed by the YEEES Training and Research Centers, an international interdisciplinary network of university teachers and researchers from Germany and southern Africa, and combine the fields of management, entrepreneurship, information and communication technologies (ICT), and sustainability. The book shows how current scientific results can be integrated into teaching, how students can contribute to research while learning, and how research can contribute to the development and evaluation of new formats. It is thus relevant for university teachers, researchers, students as well as practitioners who want to educate and act as future change agents.
Author(s): Jantje Halberstadt, Antonieta Alcorta de Bronstein, Jean Greyling, Shaun Bissett
Publisher: Springer
Year: 2023
Language: English
Pages: 225
City: Cham
Foreword
Foreword
Foreword
Foreword
Introduction: Making a Difference by Supporting Transformative Entrepreneurship Education
Acknowledgments
Contents
Part I: Teaching Approaches and Support
Teaching Transformative Service Learning
1 Introduction
2 Traditional, Critical, and Transformative Service Learning
3 Competence-Oriented Education Through Service Learning
4 The Lecturer's Perspective on Service Learning
5 How to Start and How to Measure-Introducing a Service Learning IOOI
6 Conclusion
References
Challenge-based Learning: How to Support the Development of an Entrepreneurial Mindset
1 Introduction
2 Entrepreneurial Mindset
3 Entrepreneurship Education
4 The Development of Entrepreneurship Education
5 Underlying Educational Theory
6 Experiences from Implementing Challenge-Based Learning in Higher Education
6.1 Formulating Challenges
6.2 Act
6.3 Feedback
6.4 Reflection
7 Conclusion
References
Developing Responsible and Sustainable Innovations in Entrepreneurship Education-Introducing the Sandbox Approach
1 Introduction
2 Learning Objectives
3 Target Groups and Workshop Style
4 Learnings and Experiences
5 Development Toward Responsible Innovation
References
Using Moodle to Teach Computer Literacy to First-Time Computer Users: A UNAM Case Study
1 Introduction
1.1 Overview of ICT Access and Literacy in Africa
2 Research Methods
3 Findings
3.1 Demographic Information
3.2 Ownership of/Access to an ICT Device
3.3 Computer Literacy Experience
3.4 Perceptions of the Usefulness of Moodle
3.4.1 Appropriateness of the User Interface
3.4.2 Collaboration Tools
3.4.3 Keeping Track of Course Progression
3.4.4 Storing and Accessing Files from Cloud Storage Services
3.4.5 Using Moodle Across Devices
3.4.6 Reminders, Alerts, and Ease of Communication
3.4.7 Progress Tracking
3.4.8 Satisfaction with Moodle
3.5 Recommendations on Using Moodle to Teach Computer Literacy
3.6 Analysis of Moodle Logs
4 Discussion
5 Conclusions
References
Part II: Formats
Transformational Sustainability Entrepreneurship: Encouraging Students to Become Real Change Agents
1 Start with the Why
2 The Setting
3 TSE Seminar´s Structural Setup
3.1 Phase 1: Understanding
3.2 Phase 2: Creative Thinking
3.3 Phase 3: Pitching
3.4 Reflection and Final Session
4 The Five Fundamental Elements for Implementation of TSE Seminar
4.1 Be Educators
4.2 Create a Learning Setting That Is Always Open for Different Perspectives, Discourse, and Individual Value Reflection
4.3 Facilitate Open, Transparent, Authentic, and Eye-to-Eye Level Conversations with Different Real-Life Entrepreneurs
4.4 Use Creative Thinking Methods
4.5 Combine Different Examination Tools: Pitch, Learning Diaries, and Reflection
5 Final Recommendations
References
Insights into an Action-Oriented Training Program to Promote Sustainable Entrepreneurship
1 Introduction
2 Framework
2.1 Sustainable Entrepreneurship
2.2 Action-Oriented Entrepreneurship Training
3 Course Design
3.1 Key Features of the Student Training for Entrepreneurial Promotion
3.2 Integrating Sustainability at the Core of the Entrepreneurship Training Program
4 Pilot Studies
4.1 Uganda
4.2 South Africa
5 Conclusion
References
Introducing an Innovative International Format for Experience-Based Sustainability Entrepreneurship Education: The YEEES Susta...
1 Introduction: Why International Sustainability Camps
2 The YEEES Sustainability Camps: Background and Concept Development
3 Experiences from the Camps in Four Countries
3.1 Camp 1: YEEES IDEA JAM
3.1.1 Overview and Key Content
3.1.2 Lessons Learned
3.2 Camp 2: YEEES Sustainability Camp-Solutions for Maxixe
3.2.1 Overview and Key Content
3.2.2 Lessons Learned
3.3 Camp 3: Sustainable Entrepreneurship in PE
3.3.1 Overview and Key Content
3.3.2 Lessons Learned
3.4 Camp 4: (ICT) Solutions for Sustainable Tourism in Namibia
3.4.1 Overview and Key Content
3.4.2 Lessons Learned
4 Final Thoughts About Camps as Teaching Formats and Recommendations for the Future
References
Transdisciplinary Learning Experiences in an Urban Living Lab: Practical Seminars as Collaboration Format
1 Introduction
2 Conceptualizing Practical Seminars
2.1 Practical Seminar at the Leuphana University Lüneburg
2.2 Practical Seminar at the University of Oldenburg
3 Reflection
3.1 Perspective of the Students
3.2 Perspective of the Project Partners
3.3 Perspective of the Lecturers
4 Lessons Learned
5 Collaboration Process
6 Conclusion
References
Coding Unplugged-A Guide to Introducing Coding and Robotics to South African Schools
1 Introduction
2 Background
3 Educational Theory
3.1 Piaget´s Theory of Cognitive Development
3.2 Vygotsky´s Sociocultural Theory
3.3 Kolb´s Experiential Learning Theory
4 Using Unplugged Coding in Education
5 Computational Thinking
5.1 Computational Thinking Exercise Resources
5.1.1 Code.Org
5.1.2 CS Unplugged
5.1.3 IITPSA Talent Search
5.2 Computational Thinking Skills and Exercises
5.2.1 Decomposition
5.2.2 Pattern Recognition
5.2.3 Pattern Abstraction
5.2.4 Algorithm
6 Introducing Coding Without a Computer
6.1 The TANKS Coding App
6.2 Sequential Coding
6.3 Loops
6.4 Nested Structures
6.5 TANKS-Summary
7 Conclusions
References
Part III: Research
``I would help the lecturer with marking´´: Entrepreneurial Education Insights on Academic Resilience from the Perspectives of...
1 Introduction and Background
2 Entrepreneurship Education and Resilience in Higher Education
3 Theoretical Perspectives on Positive Youth Development
4 Exploring the Case Study Data
5 Research Paradigm
6 Why a Case Study Research Design?
7 Setting and Sampling
8 Participant Profile
9 Data Generation Strategy
10 Procedure
11 Data Analysis
12 Ethical Considerations
13 Researcher Positionality
14 Findings and Discussion
14.1 Theme One: Personal Character Strengths
14.2 Theme Two: Access to Guidance, Resources, and Information
14.3 Theme Three: Sense of Belonging and Social Connection
15 Implications and Recommendations
16 Concluding Remarks
References
Prerequisites and the Success of Transformative Entrepreneurship Education
1 Introduction
2 Measuring the Success of Entrepreneurship Education
2.1 Increasing Start-Up Activity
2.2 Developing Entrepreneurial Competencies
3 Some General Recommendations for Developing and Implementing Entrepreneurship Education
4 The Importance of an Entrepreneurship Education Ecosystem
5 Directions for Future Work
References
