Enterprise education in pharmacy schools: Experiential learning in institutionally constrained contexts

Deema Refai, Rita Klapper

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Purpose – The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions. Design/methodology/approach – The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics. Findings – The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks. Research limitations/implications – The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE. Practical implications – Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context. Originality/value – The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.

LanguageEnglish
Pages485-509
Number of pages25
JournalInternational Journal of Entrepreneurial Behaviour and Research
Volume22
Issue number4
DOIs
Publication statusPublished - 6 Jun 2016

Fingerprint

Experiential learning
Education
Institutional context
Paradigm
Higher education institutions
Design methodology
Positioning
Theoretical framework
Experiential learning theory
Specificity
Nature
Conceptual framework

Cite this

@article{0f2d519853a7444b96d37078aa44bfed,
title = "Enterprise education in pharmacy schools: Experiential learning in institutionally constrained contexts",
abstract = "Purpose – The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions. Design/methodology/approach – The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics. Findings – The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks. Research limitations/implications – The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE. Practical implications – Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context. Originality/value – The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.",
keywords = "Enterprise education, Enterprise skills, Experiential learning, Institutional dimension, Pharmacy education",
author = "Deema Refai and Rita Klapper",
note = "Embargo removed from ePrints 12/10/17 as per Emerald's new policies [JC]",
year = "2016",
month = "6",
day = "6",
doi = "10.1108/IJEBR-07-2015-0162",
language = "English",
volume = "22",
pages = "485--509",
journal = "International Journal of Entrepreneurial Behaviour and Research",
issn = "1355-2554",
publisher = "Emerald Group Publishing Ltd.",
number = "4",

}

TY - JOUR

T1 - Enterprise education in pharmacy schools

T2 - International Journal of Entrepreneurial Behaviour and Research

AU - Refai, Deema

AU - Klapper, Rita

N1 - Embargo removed from ePrints 12/10/17 as per Emerald's new policies [JC]

PY - 2016/6/6

Y1 - 2016/6/6

N2 - Purpose – The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions. Design/methodology/approach – The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics. Findings – The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks. Research limitations/implications – The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE. Practical implications – Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context. Originality/value – The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.

AB - Purpose – The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions. Design/methodology/approach – The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics. Findings – The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks. Research limitations/implications – The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE. Practical implications – Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context. Originality/value – The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.

KW - Enterprise education

KW - Enterprise skills

KW - Experiential learning

KW - Institutional dimension

KW - Pharmacy education

UR - http://www.emeraldinsight.com/loi/ijebr

U2 - 10.1108/IJEBR-07-2015-0162

DO - 10.1108/IJEBR-07-2015-0162

M3 - Article

VL - 22

SP - 485

EP - 509

JO - International Journal of Entrepreneurial Behaviour and Research

JF - International Journal of Entrepreneurial Behaviour and Research

SN - 1355-2554

IS - 4

ER -