…and post-workshop reflections April 27, 2016 Educating Business Students to Become Efficient Professionals or Engaged Entrepreneurial Citizens? Bengt Johannisson, senior professor Proposed take-off at the EEEA workshop Lund university. April 22, 2016 …and post-workshop reflections April 27, 2016

Basic Assumptions Business program teaching is are either normative or has natural-science ideals Entrepreneurship is about getting things done whatever the conditions and thus appears as an existential challenge Students are not customers, possibly clients and seldom engaged citizens Business students need to be provoked

SORIS – a Training Camp, not an Amusement Park Creating a Quadruple Helix Constellation Organizing three (social) ventures staffed with students and lead by professionals/ entrepreneurs Self-selected staffing of ventures Field work as team and public reporting with practitioners

Why this Particular Course and Design? The promise made by the bachelor program – Enterprising and Business Development (EBD) University program – academic research as a platform Interaction with the regional context a responsibility Encourage post-action reflexivity in order to invite improvisation

Objectives, Instructions, Own (Inter)activities, Outcomes Entrepreneurship is about acknowledging and trading upon ambiguity Alternative interpretations of objectives and enactments accepted Resolute action rather than considerate decision Social resourcing encouraged

Theoretical Standpoints Limited conceptual input since it seldom provides actionable knowledge Spontaneous initiatives combine with rational decision-making Effectuation logic needed as much as causation logic denies ambiguity Experimenting is entrepreneuring is learning

Pedagogical Model The role of the teacher is to generally frame for the task Entrepreneuring calls for crea©tivity and enactment of an environment The boundary between the task and the environment is fuzzy Mistakes are learning opportunities Perseverance is the road to success

Practical Assignments? YES!

And, finally: Individual GRADING?! No – collective project work (compulsory contribution to venture project and participation in public presentation) Yes - written reflexivity reports (theoretical positioning, personal reflections)

But the main question remains…… Is there any reason for NOT providing programs and courses in entrepreneurship at business schools? YES – and I provide 8 arguments…..

Arguments against Entrepreneurship Education in Business Schools (1-4) As any academic context publishing is prioritized to action General knowledge for decision-making, not situated actionable knowledge, is produced Laboratory exercises/practice are not integrated as in many other programs, e.g. health, culture Swedish as well as American research states that a balanced set of skills benefits the practice of entrepreneuring

Arguments against Entrepreneurship Education in Business Schools (5-8) Managerialism as an ideology and its logic of causation is dominating The compulsory school system gets an argument for not acknowledging an entrepreneurial mindset Social and cultural entrepreneurship, as important as economic, are treated as Cinderellas The illusion that money drives entrepreneurship becomes enforced