@article{TiberiusWeyland2024,
  author    = {Tiberius, Victor and Weyland, Michael},
  title     = {Enhancing higher entrepreneurship education: insights from practitioners for curriculum improvement},
  series = {The International journal of Management Education},
  volume    = {22},
  journal   = {The International journal of Management Education},
  number    = {2},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1472-8117},
  doi       = {10.1016/j.ijme.2024.100981},
  year      = {2024},
  abstract  = {Curricula for higher entrepreneurship education should meet the requirements of both a solid theoretical foundation and a practical orientation. When these curricula are designed by education specialists, entrepreneurs are usually not consulted. To explore practitioners' curricular recommendations, we conducted 73 semi-structured interviews with entrepreneurs with at least five years of professional experience. We collected 49 items for teaching and learning objectives, 37 for contents, 28 for teaching methods, and 17 for assessment methods. The respondents are convinced that students should acquire solid knowledge in business and management, legal issues, and entrepreneurship. For the latter, only some core aspects are provided. The entrepreneurs put greater emphasis on entrepreneurial skills and attitudes and consider experiential learning designs as most suitable, both in the secure setting of the classroom and in real life. The findings can help reflect on current entrepreneurship curriculum designs.},
  language  = {en}
}
@incollection{WeylandPallastTiberius2022,
  author    = {Weyland, Michael and Pallast, Gregor and Tiberius, Victor},
  title     = {{\"O}konomisches Denken f{\"o}rdern durch kognitiv aktivierende Aufgaben},
  series = {{\"O}konomisches Denken lehren und lernen},
  booktitle = {{\"O}konomisches Denken lehren und lernen},
  editor    = {Brahm, Taiga and Iberer, Ulrich and K{\"a}rner, Tobias and Weyland, Michael},
  publisher = {wbv},
  address   = {Bielefeld},
  isbn      = {978-3-7639-7048-3},
  doi       = {10.3278/9783763973088_25},
  pages     = {26 -- 48},
  year      = {2022},
  abstract  = {In diesem Beitrag m{\"o}chten wir einen Gedanken des amerikanischen Mathematikers Paul Halmos aufgreifen und konkretisieren. Wir m{\"o}chten verdeutlichen, dass {\"o}konomisches Denken nicht abstrakt gelehrt, sondern „erfahren" werden muss, wenn es nachhaltig und in seiner ganzen Breite gef{\"o}rdert werden soll. Dazu dienen kognitiv aktivierende Aufgaben. Was man darunter versteht und welche Funktionen und Qualit{\"a}tsmerkmale Aufgaben in der {\"o}konomischen Bildung besitzen, verdeutlichen wir in den Abschnitten 1 und 2. Im Praxisteil (Abschnitte 3 bis 8) werden konkrete, unterrichtlich erprobte Beispielaufgaben vorgestellt, mit denen {\"o}konomisches Denken erfolgreich gef{\"o}rdert werden kann. Unser Beitrag schließt mit einer kurzen Skizze wirtschaftsdidaktischer Implikationen (Abschnitt 9).},
  language  = {de}
}
@article{TiberiusWeylandMahto2023,
  author    = {Tiberius, Victor and Weyland, Michael and Mahto, Raj V.},
  title     = {Best of entrepreneurship education?},
  series = {The international journal of management education},
  volume    = {21},
  journal   = {The international journal of management education},
  number    = {1},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1472-8117},
  doi       = {10.1016/j.ijme.2022.100753},
  year      = {2023},
  abstract  = {Entrepreneurship education has gained widespread attention in both education practice and research over the past three decades. However, whereas research has a strong focus on its effects and many normative concepts exist, little is known about how entrepreneurship is actually taught. To address this research gap, we conduct a curriculum analysis of the 50 best programs in entrepreneurship, according to the 2018 Financial Times ranking "Top MBAs for Entrepreneurship 2018". In particular, we examine their objectives, learning contents and teaching as well as assessment methods as four major dimensions of a graduate entrepreneurship curriculum. The results show that the programs are primarily business and management programs, with a comparatively small share of entrepreneurship itself. Entrepreneurship-specific goals are entrepreneurial attitudes and competences, such as entrepreneurial leadership, entrepreneurial mindset, entrepreneurial skills, opportunity creation, opportunity identification, and transforming uncertainty into opportunity. The learning contents also focus on business, management, and law, whereas the contents relating to entrepreneurship include entrepreneurial failure, entrepreneurial management, entrepreneurial thinking, and entrepreneurship in general. Teaching methods are mainly the ones usually found in higher education, with business plans and prototyping as additional entrepreneurial ones. Assessment methods do not differ from those in business and management education.},
  language  = {en}
}
@article{TiberiusHoffmeisterWeyland2021,
  author    = {Tiberius, Victor and Hoffmeister, Leonie and Weyland, Michael},
  title     = {Prospective shifts in executive education},
  series = {The international journal of management education},
  volume    = {19},
  journal   = {The international journal of management education},
  number    = {3},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1472-8117},
  doi       = {10.1016/j.ijme.2021.100514},
  pages     = {9},
  year      = {2021},
  abstract  = {Executive education (EE) has been an established means for management education. However, due to the ever-changing business environment, progress in education technology, and new competitors, EE has been continuously evolving and can be expected to further change. Employing a three-stage international Delphi study, we identify a plausible scenario for the further development of EE over the next decade. The results suggest major changes for management training. The panel expects major shifts in teaching methods and curricula construction. Business schools are expected to increase content customization, to adapt delivery formats, and to enhance coverage of topical issues to better respond to leaders' needs.},
  language  = {en}
}
@article{TiberiusWeyland2022,
  author    = {Tiberius, Victor and Weyland, Michael},
  title     = {Entrepreneurship education or entrepreneurship education?},
  series = {Journal of further and higher education},
  volume    = {47},
  journal   = {Journal of further and higher education},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0309-877X},
  doi       = {10.1080/0309877X.2022.2100692},
  pages     = {134 -- 149},
  year      = {2022},
  abstract  = {Entrepreneurship education (EE) has attracted much scholarly attention, showing exponential growth in publication and citation numbers. The research field has become broad, complex, and fragmented, making it increasingly difficult to oversee. Our research goal is to organise and integrate the previous literature. To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus. Our results show an immense growth in publications and citations over the last decade and an almost equal involvement of business and educational research. We identify the most productive and influential journals and authors. Our co-citation analysis reveals two research clusters, one focusing on psychological constructs relating to EE, and the other on entrepreneurial behaviour and new venture creation. Based on a review of the 25 most-cited articles on an annual basis, we identify and quantify the most relevant research themes and integrate them into a research framework that we propose for future research. A major finding is that extant research centres around the outcomes of entrepreneurship education, whereas its pedagogy is still mainly a black box.},
  language  = {en}
}