Applying Value Creation Pedagogy to Entrepreneurship Education

What is it about?

This paper explores the views of students at a Chinese university on the value and limitations of value creation pedagogy in supporting learning and developing entrepreneurial behaviours. The research highlighted that students found value creation pedagogy both challenging and interesting, as they applied the theory they learned to their projects. Value creation pedagogy also developed entrepreneurial behaviours and competences within a social setting, emphasizing both individual and social components, which can widen its student applicability. However, the research suggested some potential limitations which included difficulty connecting the process with real commercial ideas, the perception that the learning process doesn’t lead to innovative products and the process doesn’t provide knowledge as expected. These comments may reflect expectations within the cohort for traditional teaching methods over the development of skills through experience, and the desire for a greater focus on product innovation.

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Why is it important?

Value creation pedagogy has been posited as an innovative teaching method to bridge the gap between didactic and progressive pedagogy to support entrepreneurship education across a range of students. It can also put less focus on venture creation and neoliberal principles, potentially making it more acceptable to educators in different academic contexts. For these reasons value creation pedagogy could be particularly suitable and efficacious in the Chinese context. Whilst this research shows it can develop certain entrepreneurial or enterprising skills, behaviours, and new ways of thinking, students might benefit from extra guidance, structure and alignment with the teaching goals.