Intersubjective Dialogue as a Form of Inquiry – Discussing the Purpose of Entrepreneurship Education Tools

Abstract

This chapter takes an alternative route to inquiry by drawing on intersubjectivity as a way to challenge taken-for-grantedness in entrepreneurship tools. The authors elaborate on how inter-ethnography can be used to discuss various aspects of teaching tools in entrepreneurship education (EE), where the Business Model Canvas (BMC) serves as example. The aim is to initiate a meta-discussion based on education theory on the purposes of tools that risk being taken-for-granted in teaching. The chapter also raises awareness of the difference between the functional and psychological sides of tools, wherein both visuals/graphics and words play a critical role. As a result, a reflective framework is developed as to challenge the existing use and understanding of teaching tools. The framework combines Biesta’s thought on purpose and desirability in education (i.e. qualification, socialisation and subjectification), and the classic relationships in the didactic triangle between the educator, the students and the subject.

Citation

Ellborg, K. and Nybye, N. (2023), "Intersubjective Dialogue as a Form of Inquiry – Discussing the Purpose of Entrepreneurship Education Tools", Higgins, D., Brentnall, C., Jones, P. and McGowan, P. (Ed.) Nurturing Modalities of Inquiry in Entrepreneurship Research: Seeing the World Through the Eyes of Those Who Research (Contemporary Issues in Entrepreneurship Research, Vol. 17), Emerald Publishing Limited, Leeds, pp. 223-240. https://doi.org/10.1108/S2040-724620230000017014