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Transformative Action and the Structure of Reflexivity: Aspects of Enterprise Teaching and Quality Pedagogy

In: Progress in Entrepreneurship Education and Training

Author

Listed:
  • Kingsley Obi Omeihe

    (Edinburgh Napier University)

  • Ibiyemi Omeihe

    (University of the West of Scotland)

Abstract

This chapter suggests that the key to quality entrepreneurship education lies in reflective action learning. In elaborating this perspective, this study draws on the reflective experiences of third-year entrepreneurship students and educators in providing interpretations of the learning and teaching process. The concept of transformative reflexivity, which presupposes an introspection of entrepreneurship teaching and learning methods located within social contexts, is introduced. At the centre, we contend that entrepreneurship education demands an approach to developing student and educator competence, with a rich emphasis on reflexive practice. This we believe creates a unique climate for quality experiential experience. Our main results facilitate a rich understanding of the positive effects of enabling greater student ownership of the learning process. The theoretical import of the study is in part a plea to solidify and interpret, in the face of scholarly differences, a unified stance that challenges and extends existing entrepreneurship knowledge within the limits of critical bounding assumptions.

Suggested Citation

  • Kingsley Obi Omeihe & Ibiyemi Omeihe, 2023. "Transformative Action and the Structure of Reflexivity: Aspects of Enterprise Teaching and Quality Pedagogy," FGF Studies in Small Business and Entrepreneurship, in: Joern H. Block & Jantje Halberstadt & Nils Högsdal & Andreas Kuckertz & Helle Neergaard (ed.), Progress in Entrepreneurship Education and Training, pages 317-335, Springer.
    • Handle: RePEc:spr:fgfchp:978-3-031-28559-2_21
    DOI: 10.1007/978-3-031-28559-2_21
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