Administrative Sciences – Volume 8(4), pg 56

A Community of Practice Approach to Teaching International Entrepreneurship

Martina Musteen, Ross Curran, Nuno Arroteia, Maria Ripollés, Andreu Blesa

With a dearth of research on international entrepreneurship pedagogy, there is a gap in knowledge on the effectiveness of educational programs, courses, and teaching methods in stimulating and promoting international entrepreneurship practice. To address the gap, this study evaluates an experiential teaching innovation in the area of international entrepreneurship, the Global Board Game project. Designed as a Community of Practice (CoP), the project provides students the opportunity to participate in the construction of their knowledge through interactions with their counterparts in other countries. A qualitative analysis of student essays indicates that the Global Board Game project is effective in helping students achieve learning outcomes, which include defining, recognizing, and evaluating international business opportunities; designing and validating a business model based on such opportunities; and creating a plan for pursuing these opportunities. Additionally, it indicates that participation in the project enhanced students’ attitudes toward entrepreneurship as a career path.

Journal of Teaching in International Business – Volume 29, Issue 3, pg 185-212

International Entrepreneurship as an Admittance-Seeking Educational Field

Valtteri Kaartemo, Nicole Coviello,  Peter Zettinig 

International entrepreneurship (IE) research has gained significant attention over the last 30 years, but IE education has not yet obtained the same recognition. We investigate whether and how IE might gain admittance as a specific educational field. By employing the Delphi method with expert scholars and practitioners from around the world, we identify the key knowledge base and attributes that potential IE graduates should possess. We position our findings relative to extant research on education from IE’s parent disciplines of international business and entrepreneurship. This allows us to discuss whether and how our identified IE curriculum is differentiated and potentially legitimate. We show that while our IE curriculum has these characteristics, it requires contributions from both parent disciplines. From these results, we discuss the pedagogical implications of our study.

Journal of Teaching in International Business – Volume 29, Issue 3, pg 213-248

Incorporating a Short-Term Study Abroad Service Trip for Educating International Entrepreneurship in the BOP Market

Yinglu Wu,  James Martin 

 The bottom of the pyramid (BOP) market has gained importance in international entrepreneurship due to its large market potential. Drawing on the literature of international business education, as well as social entrepreneurship and international entrepreneurship education, we propose a course to educate students how to develop business intimacy with the BOP community. We employ the experiential-learning pedagogical framework and design elements including a short-term study abroad service trip, an entrepreneurship project, and structured reflections. Using both qualitative and quantitative data, we demonstrate that the course facilitates students’ learning in the key areas of international and social entrepreneurship, including the economic and social value of community embeddedness for BOP ventures, the emotional intelligence in interacting with BOP communities, and the attitude toward social entrepreneurship.

Journal of Teaching in International Business – Volume 29, Issue 3, pg 249-265

Adopting International Entrepreneurial Finance Education to a Local Context

Paul A. Pounder, Tracy R. Pounder  

The purpose of this article is to consider an approach to teaching entrepreneurial finance using proverbs. It explores a process framework with teaching strategies that provides prescribed guidelines on the key aspects that assist in teaching using this approach. This article demonstrates that teaching with proverbs creates the construct for linking prior knowledge (proverbs) to new entrepreneurial finance concepts in a meaningful way. It further highlights that entrepreneurial finance education in different regions around the world is most effective for students when it is tailored to the local culture of the region. The authors present five main entrepreneurial finance topics with two to three subheadings, each with proverbs accompanied by their related entrepreneurial finance concept. The article concludes that the use of proverbs in entrepreneurial finance instruction provides several benefits and that proverbs have the potential to become an effective teaching instrument in the fields of entrepreneurship and finance.