An explorative study into the learner experience of international students engaged in entrepreneurship education

Baird, Claire (2023) An explorative study into the learner experience of international students engaged in entrepreneurship education. Doctoral thesis (PhD), Manchester Metropolitan University.

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Abstract

Theory and practice within entrepreneurship education can often adopt a 'one size fits all' approach. There is little emphasis on the experience of international students engaging in entrepreneurship education within the UK. Contemporary literature is beginning to acknowledge the needs of international students. However, there has been limited research conducted into the specific learner needs and support required by international entrepreneurship students. This study seeks to explore this area further. It presents a deeper understanding of how prior education and exposure to entrepreneurship can impact upon the learner experience and entrepreneurial intentions of international students. The research has adopted longitudinal qualitative data collection methods to explore how socio-cultural aspects and prior education can influence the lived experience of international students engaging in entrepreneurship education activity. Thematic and narrative analysis techniques have been used and seven student case studies have been developed. The findings suggest that international students go through a process of adapting to new pedagogic practices and cultural norms when they arrive for study within the UK. This can impact upon their experience and engagement in entrepreneurship education. It is suggested that there is a need for an interculturally adaptive pedagogy that takes account of socio-cultural and prior learning experiences in order to better equip students for learning. Whilst the educational experience can be transformative, exposure to real-life entrepreneurial activity impacted negatively upon the entrepreneurial intentions of the international students within this study. The experience of setting up a business as part of a university course, was not valued as real experience. Experiential entrepreneurship education did not act as a mechanism for entrepreneurship as it decreased self-efficacy levels and was not valued as experience by the students.