Nascent Entrepreneurship and Development: A Practical Epistemology Analysis in Simulated Entrepreneurial Experiments
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| Title: | Nascent Entrepreneurship and Development: A Practical Epistemology Analysis in Simulated Entrepreneurial Experiments |
|---|---|
| Language: | English |
| Authors: | Shihan Chen (ORCID |
| Source: | Education & Training. 2026 68(4):525-543. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Entrepreneurship, Epistemology, Simulation, Educational Experiments, Skill Development, Teaching Methods, College Students, Gamification, Social Environment, Prior Learning, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1108/ET-02-2025-0058 |
| ISSN: | 0040-0912 1758-6127 |
| Abstract: | Purpose: A central issue in entrepreneurship education is how to effectively foster students' entrepreneurial capabilities. This study addresses two gaps: the unclear prioritization of competencies for novice students and the limited application/evaluation of specific educational technologies. It investigates how key learning activities unfold within a simulated entrepreneurial project to illuminate effective contextual design, teaching strategies, and nascent entrepreneurial activities. Design/methodology/approach: Employing a systematic Practical Epistemology Analysis (PEA) of typical cases within a simulated entrepreneurial experiment, the study collected extensive quantitative and qualitative materials. The framework for nascent entrepreneurial competency development was constructed through thematic analysis. Findings: The PEA results inform issues of effective contextual design and teaching strategies from a meaning-making perspective. A synthesized 3-level, 6-theme framework for developing college students' nascent entrepreneurship is proposed, enhancing the understanding of related education and support activities. Originality/value: The study demonstrates the theoretical and practical value of entrepreneurial bricolage in guiding the design and assessment of simulated projects. It proposes a social identity-based gamified design model for differentiated teaching and develops a novice competency framework, confirming the critical role of social context and identity in early-stage entrepreneurship. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506147 |
| Database: | ERIC |
| Abstract: | Purpose: A central issue in entrepreneurship education is how to effectively foster students' entrepreneurial capabilities. This study addresses two gaps: the unclear prioritization of competencies for novice students and the limited application/evaluation of specific educational technologies. It investigates how key learning activities unfold within a simulated entrepreneurial project to illuminate effective contextual design, teaching strategies, and nascent entrepreneurial activities. Design/methodology/approach: Employing a systematic Practical Epistemology Analysis (PEA) of typical cases within a simulated entrepreneurial experiment, the study collected extensive quantitative and qualitative materials. The framework for nascent entrepreneurial competency development was constructed through thematic analysis. Findings: The PEA results inform issues of effective contextual design and teaching strategies from a meaning-making perspective. A synthesized 3-level, 6-theme framework for developing college students' nascent entrepreneurship is proposed, enhancing the understanding of related education and support activities. Originality/value: The study demonstrates the theoretical and practical value of entrepreneurial bricolage in guiding the design and assessment of simulated projects. It proposes a social identity-based gamified design model for differentiated teaching and develops a novice competency framework, confirming the critical role of social context and identity in early-stage entrepreneurship. |
|---|---|
| ISSN: | 0040-0912 1758-6127 |
| DOI: | 10.1108/ET-02-2025-0058 |
