Conceptual and contextual aspects of entrepreneurship education

Citation

Matlay, H. (2011), "Conceptual and contextual aspects of entrepreneurship education", Education + Training, Vol. 53 No. 8/9. https://doi.org/10.1108/et.2011.00453haa.001

Conceptual and contextual aspects of entrepreneurship education

Article Type: Guest editorial From: Education + Training, Volume 53, Issue 8/9

Writing the introduction to my twelfth consecutive double special issue in Education + Training provided me with an opportunity to reflect on some of the successes and challenges that I have encountered on this long and satisfying publishing journey. In my reflective article, published in the 50th anniversary commemorative issue (Matlay, 2008), I offered a personal perspective on the role and impact of this journal in promoting quality research in vocational education and training (VET) in small and medium-sized enterprises (SMEs) as well as in entrepreneurship education and graduate entrepreneurship, both in the UK and in industrially developed and developing countries. If numbers constitute an appropriate evaluation criterion, then the publication of over 120 high quality articles must represent a record of focused research dissemination aimed at promoting and developing new and emergent areas of academic endeavour.

Beginning with the first double special issue, which was published to great acclaim in 2000, we provided our readers with a set of empirically rigorous and topical articles. These were grouped together in focused special issues to represent an easily accessible reference point for the growing number of academics, researchers and practitioners working together to develop a relatively neglected area of SME management. Importantly, these special issues achieved success through empirical rigour and diversity of perspectives and methodological approaches. Thus, a trend was set and quality expectations emerged from the commitment, dedication and hard work of many professionals who contributed articles, advised on various aspects of academic publication and refereed individual contributions as well as special issues as a whole. Most of the successes achieved over the years can be attributed to those who generously offered or accepted to become part of a virtual publishing team under my leadership. I am very grateful to these individuals, too numerous to mention by name, who made possible the conception and publication of 12 consecutive double special issues in Education + Training.

I am often asked, at conferences and at policy oriented gatherings, what is involved and how long it takes to put together an empirically rigorous and much anticipated double special issue. On average, it takes about two years to accomplish a double special issue, from conception to publishing both online and in hard copy. Largely, it is a long and challenging process, mostly organised and linear, but at times also chaotic and stressful. From my perspective, I always expect the unexpected and try to accept in good humour the many tribulations and occasional disappointments involved in commissioning, refereeing and finalising a double special issue. Invariably, there is some overlap and flexibility involved in managing two special issues in any given year. Increasingly, we receive good quality articles in this field of research, deliberately focussed on relevant topics or easily convertible for inclusion in future special issues. This is a sign of publishing success and an indication that new or emergent topic are increasing in popularity and begin to mature in line with the growing mass of related research and dissemination.

Many contributors to earlier issues have become accomplished writers and researchers and their individual success and leadership qualities have encouraged beginners and younger academics to follow in their footsteps. We welcome contributions from new as well as established researchers and some have become regular contributors to, and referees of, these annual special issues. Invariably, we are oversubscribed and the quality of submissions have increased considerably over the years, contributing to the journal’s impact and reputation amongst a wide variety of global stakeholders. It is very satisfying to see, on my visits to various institutions and organisations in the UK and abroad, well used issues of Education + Training adorning the shelves of academics and researchers as well as policy makers, industry leaders and economic advisors. Furthermore, as an external examiner at various higher education institutions (HEIs) I often encounter references of articles published in this journal, in the References section of essays, coursework and dissertations of students who are focusing not only on training and human resource management but also on entrepreneurship and related topics. This is further proof of the success and impact that this journal has on theory and practice, inside the educational system as well as the economy.

There are eight articles included in this special issue, reflecting the interplay of a variety of conceptual and contextual aspects related to entrepreneurship education and its outcomes. In the first article, Heinonen, Hytti and Stenholm investigate the relationships between student creativity, opportunity search strategies and the viability of business ideas developed during a mandatory university course on entrepreneurship. The authors found that while creativity is not directly associated with the viability of a business idea, it does strengthen students’ opportunity search strategies based on knowledge acquisition. The next paper focuses on the assessment of enterprise education in the secondary education sector. Draycott, Rae and Vause found that this is a confused field of knowledge, where good practice is not widely shared or understood outside its narrow context. The authors highlight the need for the development of a novel pedagogical model for teaching enterprise education in the secondary education sector. In the third paper, Jones and Matlay highlight the importance of appreciating and using ever-present diversity to achieve increased legitimacy for entrepreneurship education. The authors revisit Gartner’s 1985 conceptual framework on entrepreneurship complexity and propose an alternative theoretical structure to advance the understanding of entrepreneurship education. The fourth article covers the profile of a university-based business planning completion. Jones and Jones explore issues related to the delivery of a business challenge to a cohort of undergraduate students at the University of Glamorgan. It emerges that this business challenge provided students with an enhancement in generic enterprise skills, including team working, leadership and communication as well as specific business skills, such as sales and marketing behaviour.

In the fifth paper, Smith and Beasley investigate factors that motivated seven graduates in the creative industries to start their own businesses in Barnsley, South Yorkshire, UK. The authors found a number of perceived enabling and constraining factors relating graduate start-ups in this sector and location. The authors suggest that linkages between internal and external support of graduate entrepreneurship should be improved considerably. In her conceptual paper, Susan Harmeling sets out to explore various ways in which entrepreneurship education could provide an identity workspace. Her study illuminates and connects entrepreneurship education with relevant worldmaking, experience, action and identity. The seventh article focuses upon technology enhanced learning and plagiarism in the context of entrepreneurship education. Risquez, O’Dwyer and Ledwith found that there is a need for several online plagiarism prevention tutorial in order to improve self-reported engagement in plagiarism, perception of peer participation and students’ ethical views. In the final paper of this special issue, Clargo and Tunstall explore entrepreneurial activity (i.e., intrapreneurship) within established organisations. It emerges that employees within the sales function of an established business tend to exhibit a greater entrepreneurial propensity than employees working in other departments. It appears that a less formal departmental structure as well as a greater focus on achieving organisational goals would facilitate a more intensive and successful intrapreneurial behaviour among employees.

Finally, I would like to thank the contributors, referees, consultants and advisors who made possible the publication of this double special issue as well as the employees of Emerald Publishing Group who work tirelessly behind the scenes to ensure its delivery: their professionalism and commitment is much appreciated.

Harry MatlayGuest Editor