Author(s)

Track Dinning

Faculty of Education, Health and Community, Liverpool John Moores University, Liverpool, UK.

The teaching of enterprise/entrepreneurship skills in higher education institutions is fast becoming a growing field of interest (Rae, 2007) with a heightened curiosity into the mechanism of how this can be facilitated in non-business subjects, as it embellishes both employability and self-employability skills within graduates (Akpan & Etor, 2103). Accordingly this study sets out to investigate staff perceptions of teaching such skills and establishes some of the barriers faced when asked to embed enterprise/entrepreneurship skills. Through the use of cluster sampling and a single online survey both qualitative and quantitative data was collected and subsequently analysis was conducted using thematic mind maps and percentages. The findings indicated that staff are generally aware what teaching methods can be utilised to develop enterprise/entrepreneurship skills, with at least 70% of respondents finding methods such as role play, brainstorming, problem based learning, networking, use of pitches, use of case studies appropriate. Curiously out of 77.5% of staff who stated that enterprise/entrepreneurship was relevant in their subject only 52% said that they did in fact embed the skills in their curriculum, suggesting a lack in the clarity of meaning and expectation from their university. The implications of this research are discussed in relation to the need for clear guidance on terminology from any university setting about to embed enterprise/entrepreneurship within their programmes.

Higher Education Enterprise, Entrepreneurship, Pedagogies

Dinning, T. (2015) Dispelling the Myth of How to Develop Enterprise/Entrepreneurship Skills in University Students: A Staff Perception Study. Creative Education, 6, 1584-1596. doi: 10.4236/ce.2015.614159.