(c) daniel hjorth, copenhagen business school future of entrepreneurship education daniel hjorth,...
Post on 22-Dec-2015
220 views
TRANSCRIPT
(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
(C) Daniel Hjorth, 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
(C) 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.”
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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.
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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
(C) Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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’
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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.
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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)
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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’
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
Creativity
The child The madThe artist
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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).
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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.”
(C) Daniel Hjorth, Copenhagen Business School
Imagination economy
(C) Daniel Hjorth, Copenhagen Business School
Organisational politics of entrepreneurship: convincing
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School
(C) Daniel Hjorth, Copenhagen Business School
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
© Daniel Hjorth, Copenhagen Business School