The purpose of this paper is to explore the practice-based approach to the entrepreneurship education by discussing a different learning perspective, learning as an entrepreneurial process, which aimed at infusing the entrepreneuring mindset and actions among students in the university setting.
By experimenting the practice-based approach in the institute-level teaching into the curriculum, we applied the entrepreneuring perspective and the enactive research method to inquire how the students learn in practice. The analysis of data includes teachers’ observations, written materials, such as students’ learning journals and group discussion records.
This study offers two levels of findings about how the students learned and changed in practice. At the collective level, students’ learning roots in the “organizing context (OC).”
At the individual level, the students in the OC create a dialogic space to change their self-identity in practice. In addition, the situations drive the students’ call for analogy and bricolage to organize and re-organize their experiences to deal with problems. Finally, this cycling process allows a student to be in the becoming process from a learner to a user of new concepts and new skills.
entrepreneuring, entrepreneurial learning, practice-based entrepreneurship education, practice-based education, enactive research