TY - JOUR A1 - Tiberius, Victor A1 - Weyland, Michael T1 - Enhancing higher entrepreneurship education: insights from practitioners for curriculum improvement JF - The International journal of Management Education N2 - 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. KW - curriculum design KW - curriculum development KW - entrepreneurship education Y1 - 2024 U6 - https://doi.org/10.1016/j.ijme.2024.100981 SN - 1472-8117 SN - 2352-3565 VL - 22 IS - 2 PB - Elsevier CY - Amsterdam ER - TY - CHAP A1 - Weyland, Michael A1 - Pallast, Gregor A1 - Tiberius, Victor ED - Brahm, Taiga ED - Iberer, Ulrich ED - Kärner, Tobias ED - Weyland, Michael T1 - Ökonomisches Denken fördern durch kognitiv aktivierende Aufgaben T2 - Ökonomisches Denken lehren und lernen N2 - In diesem Beitrag möchten wir einen Gedanken des amerikanischen Mathematikers Paul Halmos aufgreifen und konkretisieren. Wir möchten verdeutlichen, dass ökonomisches Denken nicht abstrakt gelehrt, sondern „erfahren“ werden muss, wenn es nachhaltig und in seiner ganzen Breite gefördert werden soll. Dazu dienen kognitiv aktivierende Aufgaben. Was man darunter versteht und welche Funktionen und Qualitätsmerkmale Aufgaben in der ökonomischen Bildung besitzen, verdeutlichen wir in den Abschnitten 1 und 2. Im Praxisteil (Abschnitte 3 bis 8) werden konkrete, unterrichtlich erprobte Beispielaufgaben vorgestellt, mit denen ökonomisches Denken erfolgreich gefördert werden kann. Unser Beitrag schließt mit einer kurzen Skizze wirtschaftsdidaktischer Implikationen (Abschnitt 9). N2 - In this chapter, we refer to the American mathematician Paul Halmos’ notion that economic thinking cannot be taught in an abstract way but has to be “experienced” so that it can be facilitated in a sustainable and broad way. This can be accomplished with cognitively activating tasks. In sections 1 and 2, we define these and explain their functions and quality requirements for economic education. In the practice sections 3 to 8, we show specific exemplary tasks, which have been successfully tested in classes tofoster economic thinking. The chapter concludes with implications for economic education. KW - Ökonomische Bildung KW - kognitive Aktivierung KW - Lernaufgaben KW - ökonomische Experimente KW - Verhaltensökonomie KW - Umweltökonomie KW - economic education KW - cognitive activation KW - tasks KW - classroom experiments KW - behavioral economics KW - environmental economics Y1 - 2022 UR - https://elibrary.utb.de/doi/book/10.3278/9783763973088 SN - 978-3-7639-7048-3 SN - 978-3-7639-7308-8 U6 - https://doi.org/10.3278/9783763973088_25 SP - 26 EP - 48 PB - wbv CY - Bielefeld ER - TY - JOUR A1 - Tiberius, Victor A1 - Weyland, Michael A1 - Mahto, Raj V. T1 - Best of entrepreneurship education? BT - a curriculum analysis of the highest-ranking entrepreneurship MBA programs JF - The international journal of management education N2 - 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. KW - entrepreneurship education KW - curriculum analysis KW - ranking KW - best practice Y1 - 2022 U6 - https://doi.org/10.1016/j.ijme.2022.100753 SN - 1472-8117 SN - 2352-3565 VL - 21 IS - 1 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Tiberius, Victor A1 - Hoffmeister, Leonie A1 - Weyland, Michael T1 - Prospective shifts in executive education BT - an international Delphi study JF - The international journal of management education N2 - 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. KW - Continuous education KW - Delphi study KW - Executive education KW - Leadership KW - development KW - Management education Y1 - 2021 U6 - https://doi.org/10.1016/j.ijme.2021.100514 SN - 1472-8117 SN - 2352-3565 VL - 19 IS - 3 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Tiberius, Victor A1 - Weyland, Michael T1 - Entrepreneurship education or entrepreneurship education? BT - a bibliometric analysis JF - Journal of further and higher education N2 - 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. KW - Bibliometric analysis KW - co-citation analysis KW - education; KW - entrepreneurship KW - entrepreneurship education KW - performance analysis Y1 - 2022 U6 - https://doi.org/10.1080/0309877X.2022.2100692 SN - 0309-877X SN - 1469-9486 VL - 47 IS - 1 SP - 134 EP - 149 PB - Routledge, Taylor & Francis Group CY - Abingdon ER -