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Our pedagogical approach at the Sten K. Johnson Centre for Entrepreneurship

- An experiential learning process 

Our entrepreneurial pedagogy involves a continuous interplay between Action, Theory, and Reflection in a cyclical manner. This experiential learning process ensures that entrepreneurship is not just taught but lived and internalised, fostering an environment where students are prepared to become the innovators and business leaders of tomorrow.

Our pedagogical approach
The cyclical nature of our teaching-learning model—moving from theory to action to reflection—ensures that students not only gain knowledge but also learn how to apply it and critically assess their actions. This cycle creates a continuous learning loop where theory informs action, and reflection on that action feeds back into a deeper understanding of theory. This pedagogical strategy enables our Centre to develop reflective practitioners who can navigate the complexities of entrepreneurship with agility and insight.

The pillars of our pedagogy 

Action—Learning by Doing

Action is the beating heart of our pedagogy, emphasising the principle that deep learning stems from hands-on experience. In our programme and courses, our students take concrete steps towards actualizing their entrepreneurial visions by actively engaging in the new venture creation process and immersing themselves in a range of extracurricular activities. We organise field visits and collaborations with local businesses and actors to create a vibrant learning environment where theoretical knowledge meets real-world practice. Enhanced by invaluable insights from industry guest lecturers, entrepreneurs, and experts, students develop not only practical expertise but also interpersonal understanding that is vital for their entrepreneurial journey. Through these interactive experiences, our students harness their theoretical knowledge and apply it in tangible ways.

Students field trip to SYSAV Malmo
Students had an enlightening field trip to SYSAV, a Swedish waste management company based in Malmö, where they learned about recycling, witnessed waste processing, and understood how waste transforms into electricity and heat. 

Theory—Entrepreneurial Knowledge

We believe that informed action is powerful. The theoretical component of our pedagogy provides students with foundational frameworks and tools to successfully navigate the entrepreneurial process. We ensure that our theoretical education is rooted in state-of-the-art entrepreneurship and entrepreneurship education research, much of which stems from our own researchers at the Centre, allowing students to understand their experiences in the context of established knowledge. This theoretical foundation ensures that when our students act, they do so with awareness of broader implications and the necessary tools to succeed, turning their experiences into profound learning opportunities.

Theory—Entrepreneurial Knowledge
We draw on state-of-the-art entrepreneurship and entrepreneurship education research, much of which stems from our own researchers at the Centre, to help students understand their experiences and actions in the context of established knowledge.

Reflection—Making Sense of Actions

Reflection is an important pillar of our pedagogy, through which students analyse their actions informed by entrepreneurship theory and consolidate their learning experiences into a long-lasting knowledge repertoire. Students log entrepreneurial diary entries every three weeks to record and analyse their activities and underlying theories, continually enhancing their learning. This reflection process is not merely about looking back but also about looking forward—students evaluate and plan, developing an actionable understanding of how to approach future scenarios more effectively.

Gibbs
As part of their reflective process, students submit a diary every three weeks throughout the programme, where they reflect on any actions they have taken or events that have occurred in the previous weeks. We follow Gibb's Reflective Cycle, which is derived from Graham Gibb's 1988 book "Learning by Doing," to help students systematically make sense of what they have done, what has happened, and, most importantly, why.

The reflective journey culminates in the meta-reflection report, where students synthesise their entire learning experience during the programme. This comprehensive reflection allows students to articulate their growth from a student perspective to an entrepreneurial one, showcasing how they have applied methodologies, tools, models, and approaches to real-world challenges, and pondering the societal and environmental responsibilities of their role as entrepreneurs.

Continuous feedback is also an essential part of our reflective process. Peers, advisors, and mentors provide insights, ensuring that reflection leads to personal development and improved practice.