Educator Challenges in Adopting Active and Experiential Entrepreneurship Pedagogy in China

What is it about?

This research investigates the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education. A range of concerns were identified from the research, these could be divided into five main challenges. These were the role of the educator in the constructivist learning process and their ability to control the process; the educators’ perceived student reaction to the constructivist learning process and their engagement with it; the time and technology required to deliver the constructivist learning process; the link between constructivist learning and industry; and the educators’ perception of the requirements to meet internal expectations.

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Why is it important?

Encouragement by the Chinese government to shift educational delivery from an over-emphasis on passive learning to activity based learning underpinned by constructivist educational philosophy, has resulted in a number of tensions and challenges. Constructivist education has been highlighted as particularly suitable for the development of entrepreneurial skills and an entrepreneurial mind-set. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

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