Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK

Abstract

This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context.