Developing Entrepreneurial Learning curricula from a CEOs Perspective
Abstract
The assertion that protracted degree programs can impede entrepreneurship learning sounds plausible, especially when we recount entrepreneurs with inimal formal qualifications. This important debate is hitherto inconclusive, yet it offers opportunity to investigate forms of learning required to become entrepreneurs in a culture obsessed with take-a-job mentality. The study aims to understand dichotomies prevalent between entrepreneurial learning undertaken at universities in comparison to the actual business practices in Khyber Pakhtunkhwa. A qualitative research design has been used in conjunction with 31 in-depth interviews from CEOs and analyzed through grounded methodology. The study illustrates the importance of transgenerational learning, where parents influence learning through a scaffolding process. In contrast, novice entrepreneurs rely on self-directed learning, which mostly prolong periods of emotional maturity due to trial and error approaches. A classic paradox of expectations is reported, where employers lament lack of talent, while graduates, bewail lack of job opportunities which is mainly attributed to absence of apprenticeship, except in fields of Medicine, Law and Chartered Accountancy. The study contributes by offering context specific insights from CEOs in Pakistan on how a social vacuum at the heart of industry-academia nexus, permeates, dichotomies in planned entrepreneurship learning curriculum as against actual business practices in vogue.
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