Engaging Literature Students in Entrepreneurship: Could use of art Help?

Authors

  • Alexandros Kakouris University of Peloponnese
  • Panagiotis Liargovas University of Peloponnese

DOI:

https://doi.org/10.34190/ecie.17.1.439

Keywords:

Entrepreneurship education, Embedded entrepreneurship, Art-based education, Aesthetic experience, Humanities, Critical thinking

Abstract

Entrepreneurship educators seek innovative teaching in entrepreneurship in order to engage youth populations in venturing by instilling them the entrepreneurial mindset whilst the contemporary progression of entrepreneurship education encompasses its embedded form to other discipline curricula. At a Greek central university, such courses are massively attended by foreign language and literature students during the last decade. In the present implementation, literature students were encouraged to either perform the usual business plan or to analyse a piece of art for their entrepreneurial courses’ project. Pre/post measurements (N=64) for entrepreneurial self-efficacy, entrepreneurial success beliefs and entrepreneurial intention were conducted in order to compare the two groups. T-tests indicate that changes to the entrepreneurial constructs do not significantly vary between the groups. Through a binary logistic regression model, it was found that art-projects were chosen by those who rely more on personal abilities for the success of their initiatives. The article concludes that introducing art in entrepreneurial teaching conforms with some curricular contexts, like literature, affects students in a similar manner with the business plan, but also confronts different learning needs and enables critical thinking and personal autonomy on entrepreneurial meaning-making. The present study offers quantitative insights on how art-based entrepreneurship education could be employed in classrooms compounded with interactive lectures offering new perspectives for enriching the entrepreneurial teaching toolbox.

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Published

2022-09-07