Work-Based Learning as Good Practice in Becoming an Entrepreneur
Downloads
Learning entrepreneurship in a real world environment can bridge the gap between traditional classroom instruction and idea driven product and service development. It’s a business effective approach that achieves measurable results. Traditional education, typified by mastery of facts and evaluation by testing, can morph into creative, research inspired solutions that fulfill public and private organizational needs. Success is irrefutable, measured by tangible results. In work based learning, students can use industry standard technologies and collaborate with mentors, clients and customers. They can work as individuals and in teams, with their entrepreneurial education beginning as early as elementary school. In the process, students learn to be motivated by their own achievements rather than grades. They learn to engage in creative problem solving based upon current data, and to measure their ability to deal with challenge and failure through an iterative process of problem solving.
Two case studies are provided that demonstrates how entrepreneurial education serves to strengthen economies and improve communities.
Ariffin,T. & Asmah,A. (2009). Innovative practices in TVET toward education for sustainable development: Work-based learning diploma programmes at community college in Malaysia. International experts meeting on reorienting TVET policy towards education for sustainable development, Berlin, Germany.
Andresen, L., Boud, D., & Cohen, R. (2011). Experience-Based Learning.Understanding Adult Education and Training, 2, 225-239.
Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education. Teaching as the Learning Profession: Handbook of Policy and Practice, 1, 3-22.
Blank, S. (2014). Beyond the Lemonade Stand: How to Teach High School Students About Lean Startups. Huffington post. Retrieved from http://www.huffingtonpost.com/steve- blank/beyond-the-lemonade-stand_b_4948497.html
De Graaf, E., & Kolmos, A. (2013). Characteristics of Problem-Based
Learning. International Journal of Engineering Education, 19(5), 657-662.
Government of Wales. (2014). Careers and the world of work learning and progression.
Retrieved from http://learning.gov.wales/docs/learningwales/publications/140626- careers-and-the-world-of-work-learning-and-progression-en.pdf
Iterative Design Foundation (2016). A simple Introduction to Lean UX. Retrieved from https://www.interaction-design.org/literature/article/a-simple-introduction-to-lean-ux
Levistrauss. Our Story. Retrieved from http://levistrauss.com/our-story/
Löbler, H. (2007). Learning entrepreneurship from a constructivist perspective. Technology Analysis and Strategic Management,18(1). Retrieved from
OECD. (2016). OECD Reviews of Innovation Policy: Malaysia. 2016. Retrieved from http://www.oecd.org/countries/malaysia/oecd-reviews-of-innovation-policy-malaysia- 9789264255340-en.htm
Raelin, J. A. (2012). A Model of Work-Based Learning. Organization Science, 8(6), 563-578. Raelin, J. A. (2013). Work-Based Learning: Bridging Knowledge and Action in the
Workplace. London: John Wiley & Sons.
Savery, J. R. (2015). Overview of Problem-Based Learning: Definitions and Distinctions. Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows, 5-15.
Surowiecki, J. (2016). Why startups are struggling.MIT Technology Review. Retrieved from https://www.technologyreview.com/s/601497/why-startups-are-struggling/
Yusuff, et al., (2007). Diploma in Automotive: A Collaboration between Community College & Proton. A 12 month Work Based Learning (WBL). Malaysia
