(C) Daniel Hjorth, Copenhagen Business School Future of Entrepreneurship Education Daniel Hjorth,...

(C) Daniel Hjorth, Copenhagen Business School

Future of Entrepreneurship Education

Daniel Hjorth, Dr.Phil., Professor of Entrepreneurship and Innovation Management, The Department of

Management, Politics and Philosophy, Copenhagen Business School


Failure is part of the entrepreneurial process of successful learning

The general/classical paradox of learning is intensified in the case of ‘learning entrepreneurship’

Firstly, if new knowledge is incompatible with prior learning, and the latter is a precondition for understanding what is new, then there is no basis upon which to build new knowledge.

Secondly, if entrepreneurship is a creation process, then learning in the case of entrepreneurship would be creating new knowledge about the making of the new, about creation.

In the case of entrepreneurship education it is not only about learning what to do, but also learning how to do new things, how to create. Technë = art/craft/skill

Still new knowledge is created and acquired. This requires mëtis = cunning, resourcefulness, cleverness

© Daniel Hjorth, Copenhagen Business School


Learning as entrepreneurial process

What is central is the creative/imaginative function that starts to relate present and past and produce laws and models, ideas and images, anticipations and expectations that extend life beyond experience.

Learning as an entrepreneurial process is the openness to the creative/excessive power of life in which sense happens.

“Sense expresses not what something actually is but its power to become.”



Learning When perceived as an entrepreneurial

process, learning can be described as both the creation of concepts that bridge the familiar/understood and the alien/incomprehensible, and the bringing of this new language into practical use.

Learning, more specifically, is the process of becoming-user of concepts and their related (socially contextualised) language and practice, resulting in enhanced possibilities for living.


The managerial pedagogue Modern pedagogue: a figure that burdens our

shoulder throughout the couerse of life and that whispers in our ear that we are eternally surveilled by the dark angel of the correct answer

Pedagogy: from Greek ped- i.e. ‘child’, ’boy’, and + agõgos i.e. ‘leader’ Paidagõgos i.e. ‘slave that led children to school’)

Leading/supporting, rather than controlling and correcting

The role of pedagogue has become managerialised Modernity is obsessed with producing the

governable citizen



Management – its genesis Modernity central for an understanding of

management: Nationa state citizen Large-scale production employee Efficient markets customer

To be modern: Vote Governed by management in work Consume

But also in pre-modernity we find management


Theoreticians Machiavelli (1469-1527)

Problem: governmentality Il Principe (1513) How to govern ones subjects

Hobbes (1588-1679) Problem: social order Architect for determining ‘human nature’ Basic point of reference for political philosophy Social contract; Leviathan

Adam Smith (1723-1790) Problem: systematise economic thought The Wealth of Nations (1776) The market – ‘the invisible hand’



Post-industrial Creative economy General demands:

Speed Flexibility Innovativeness

Societal conditions The nation state less important as territorial domain and economic

unit The globalisation of capital / the networked economy Fragmentation of culture

Demographic conditions 1900: Africa 1/3 of Europe’s population, 2050 the reverse situation World population stabilize at 10.000.000.000 by year 2200 Over 50% live in urban areas today 1999 593 million 60+ people (10%). 2050 2 billion (22%) 1900: 70% lived in less developed regions; Today 80% do so; in

2050 90% will live in less developed regions



Creative economy an entrepreneurial economy

US infrastructure: 1975: 127 undergraduate schools with

entrepreneurship courses 1982: 315 1986: 590 1989: 1060 1998: 1400

1991: 97 chairs; 2003: 406 chairs 1980-1990: the enterprise discourse explosion Europe: 1990-2000: similar development



Science and expert roles

The development of modern science: As an institutionalisation of knowledge

Through specialisation Attractiveness to dominant groups Linking expert roles, power, and practices

And a rationalisation of power Production of scientific ’truths’ as an economic

production Professionalisation - performance



Technologies of the self In a disciplinary regime – such as pedagogically controlled

teaching, or managerially controlled work – power becomes more anonymous and more functional, those on whom it is exercised tend to be more strongly individualised.

Technologies of the self – such as those instigated in HRM-practices, or various forms of didactics – are mechanisms for increasing this individualisation.

Through this concept we can describe how individuals come to operate on their own bodies, thoughts, conducts and ways of being, in order to change or transform themselves.

Government is a conduct of conduct, and thus operates with success to the extent that the governed individuals are willing to exist as subjects of a certain kind.



Management <> Pedagogy

1830–55 as the locations where management first surfaced in the economic world (musket manufacturing, rail road construction)

Both related to US Armory at Springfield Inventors of management were not business men, but

graduates of the United States Military Academy at West Point, and all of them were cadets there under the regime of the Academy’s third Superintendent, Sylvanus Thayer (1817–33)

Writing, grading, and examination, picked up by Thayer from French higher education, was implemented at WestPoint and extended into managing business by the cadets (employed as engineers in rail road construction)



HRM (Elton Mayo) A correction of the nature of man At centre: the deviance and maladjustment of

human beings Mayo described his work as ‘an extension of

that begun by the pioneer Taylor’ Criticised democracy: as unrealistic and unfit

for the workplace The problem: how to maintain social order This is the agenda of the industrial economy

but we are now facing the challenges of a postindustrial economy: creation, not order, is the ‘problem’



Creativity

The child The madThe artist



Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is that the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe



Entrepreneurship and creativity

The need for methods and perspectives that help us study the ‘genesis of contexts’ for the emergence of ventures in emerging industries:

“The social construction of organizational reality involved in building a new industry requires meaning making on a grand scale, and we suspect that those entrepreneurs who do it well are obsessed with the process.” (Aldrich & Fiol, 1994)

The role of imagination and imaginative skills in describing the virtual; the pyromaniac lighting fires (of desire) in getting people aboard the venture of actualizing ideas

The post-industrial economy is driven by imagination



Knowledge and Imagination Knowledge is and will be produced in order to be sold,

it is and will be consumed in order to be valorized in a new production: in both cases, the goal is exchange. Knowledge ceases to be an end in itself, it loses its use-value. Jean-François Lyotard (1979)

Imagination is restricted by the performativity principle which dogmatically keeps asking ‘is it saleable?’ (Lyotard, 1979).

Why paralogy? It ‘refines our sensitivity to differences and reinforces

our ability to tolerate the incommensurable’ (Lyotard, 1984).


Future knowledge needs Cross entrepreneurship research with

literary studies: stories of make-believe; stories of ad-ventures; narrating the event of ‘entrepreneuring’

Study how desiring entrepreneurial creativity establishes a gap between an imagined subject and the object of desire (successful enterprises): the gaps secures the identity



Experience Economy Claus Hofmannn (CET, Autostadt): ”Not only for the

Automotive, but also for all industries, aesthetics and emotion are becoming the predominant themes for the coming years. In the last two years during international automobile shows it has been proven that the buying of automobiles orientates itself more and more towards emotionalism, and that design is a paramount factor”

-”The high-tech dominance is generally over. A high technical standard is a given thing. The differentiation is gained by design. This will be the century of design.”


Imagination economy


Organisational politics of entrepreneurship: convincing


Concluding: entrepreneurship education Heterogeneity drives creativity: the cross-disciplinary

group breeds openness to other(’s) knowledge(s) We arrive at the development-zone through a

dialogic relationship between various professional-disciplinary identities

Forum with budding entrepreneurs is dialogic in organisation and provides immediate reflection possibilities over the multiple ways ideas can be actualised in different business contexts

Demonstrates the importance and potential of a diverse/heterogeneous learning context



Conclusion, cont. Business school students have a strong tendency to turn to

dominant available repertoires or styles of constructing sense: i.e., often textbook management repertoires/styles

Approaching management as a ‘science of control’ provides the entrepreneurship students with both analytical and practical possibilities to imagine their contribution as initially interrupting such thinking, such education, in fields of practices

Learning – as an entrepreneurial process – is about extending life beyond experiences. Experimental!

Indeed, if learning is about becoming-other, interdisciplinary set-ups or internships in business start-up processes seem indispensable for learning to happen


(C) Daniel Hjorth, Copenhagen Business School Future of Entrepreneurship Education Daniel Hjorth,...

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