1. …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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. Practical Assignments?
YES!

9. 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)

10. 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…..

11. 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

12. 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