Hacking Entrepreneurship Pedagogy With Near-Peer Mentoring at UC Berkeley
DOI:
https://doi.org/10.33423/jsis.v19i2.7195Keywords:
innovation, sustainability, entrepreneurship, pedagogy, mentorship embedded in instruction, student diversity, interdisciplinary, near-peer mentorship, innovators-in-residenceAbstract
The productivity of an entrepreneurship program is assessed by its socio-economic impact, not just graduation rates. A study at UC Berkeley used social cognitive measures to evaluate the program, focusing on ethics and near-peer mentoring. Students present innovations addressing social issues.
Social Cognitive Career Theory examines career development through social cognition, considering individual traits and environmental influences. The research employed pre- and post-program surveys to assess entrepreneurial self-efficacy and education effectiveness, with 25% and 34% improvements respectively. Adapted from prior studies, the measures for self-efficacy and learning were calibrated at the program's start and end. Entrepreneurial pedagogy should address ethics, risk-taking, and success/failure patterns with near-peer mentors like Innovators-in-Residence. This study aims to enhance entrepreneurship education for a more impactful transformation of capitalism and social entrepreneurship.
References
Androutsos, A., & Brinia, V. (2019). Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship. Education Sciences, 9(2), 113. https://doi.org/10.3390/educsci9020113
Bremner, P., Perkins, J., & Davidson, A. (2022). The Scottish Innovative Student Award (SISA): Preparing students to tackle wicked problems in 3 Es for wicked problems: Employability, enterprise, and entrepreneurship: Solving wicked problems. In S. Norton, & A. Penaluna (Eds.), 3 Es for Wicked Problems: Employability, Enterprise, and Entrepreneurship: Solving Wicked Problems. Retrieved from https://www.researchgate.net/publication/362775141_The_Scottish_Innovative_Student_Award_SISA_preparing_students_to_tackle_wicked_problems_in_3_Es_for_Wicked_Problems_Employability_Enterprise_and_Entrepreneurship_Solving_Wicked_Problems_Stuart_Norton_
Brown, S.D., & Lent, R.W. (2015). Social cognitive career theory: A theory of self (efficacy) in context. In F. Guay, H. Marsh, D.M. McInerney, & R.G. Craven (Eds.), Self-concept, motivation, and identity: Underpinning success with research and practice (pp. 179–200).
Burnette, J.L., Pollack, J.M., Forsyth, R.B., Hoyt, C.L., Babij, A.D., Thomas, F.N., & Coy, A.E. (2020). A growth mindset intervention: Enhancing students’ entrepreneurial self-efficacy and career development. Entrepreneurship Theory and Practice, 44(5), 878–908. https://doi.org/10.1177/1042258719864293
Driver, M., & Porter, M.E. (2012). An interview with Michael Porter: Social entrepreneurship and the transformation of capitalism. Academy of Management Learning & Education, 11(3), 421–431. Retrieved from http://www.jstor.org/stable/23412374
Hazenberg, R., Seddon, F., & Denny, S. (2014). Investigating the outcome performance of work integration social enterprises (WISEs): Do WISEs offer ‘added value’ to NEETs? Public Management Review, 16(6), 876–899.
Leinonen, T., & Durall, E. (2014). Design thinking and collaborative learning. Media Education Research Journal, XXI, 107–116.
McMullan, W.E., & Long, W.A. (1987). Entrepreneurship education in the nineties. Journal of Business Venturing, 2(3), 61–275.
Seitamaa-Hakkarainen, P., Viilo, M., & Hakkarainen, K. (2008). Learning by collaborative designing: Technology-enhanced knowledge practices. Int. J. Technol. Des. Educ., 20, 109–136.
UNESCO and Sustainable Development Goals. (2019). United Nations Education Science and Culture Organization. Retrieved from https://en.unesco.org/sdgs
UNESCO. (2013). Towards universal learning. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000219763/PDF/219763eng.pdf.multi
UNESCO. (2019a). Guiding principles for learning in the twenty-first century. Retrieved from http://www.ibe.unesco.org/sites/default/files/resources/guiding_principles_brochure_eng.pdf
UNESCO. (2019b). Intercultural competences framework. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000219768/PDF/219768eng.pdf.multi
United Nations. (2030). Agenda for sustainable development. United Nations Education Science and Culture Organization. Retrieved from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
Wardana, L.W., Narmaditya, B.S., Wibowo, A., Mahendra, A.M., Wibowo, N.A., Harwida, G., & Rohman, A.N. (2020). The impact of entrepreneurship education and students’ entrepreneurial mindset: The mediating role of attitude and self-efficacy. Heliyon, 6(9), e04922. https://doi.org/10.1016/j.heliyon.2020.e04922
