Search

Experiential learning is increasingly being recognized as the preferred teaching method in entrepreneurship education, with particular emphasis on students' 'real-world' experience. This paper critically examines the adequacy of using work-integrated learning (WIL) pedagogy for the purpose of entrepreneurship education. A novel approach is presented for achieving learning through entrepreneurship, referred to as supervised entrepreneurial work-integrated learning (sEWIL). The rationale and pedagogical considerations for sEWIL are discussed using a case study that is based on an internship-based entrepreneurship course offered at a major Canadian university. As part of the course, students learn about entrepreneurship through a combination of in-class experiential learning activities and a WIL component in the form of an internship with early-stage start-ups, which provide the work environment. Using formative and summative reflections, students critically examine their understanding and belonging to entrepreneurship, leading to personal growth and emerging self-awareness.

This study introduces a collaborative business education curricular design known as "whole person learning." The post-financial crisis market environment requires business education to encompass curricular, commercial and community skills. Drawing on the Toronto based National Mentoring Program (NMP), "whole person learning" develops business leadership ethics competency within a personal experience context. Exposure to mentorship institutions imparts an awareness of macro societal patterns, while experience with mentorship interaction instills an aptitude for micro skill performance. Therefore, "whole person learning" enables business curricula to connect academic scholarship, application strategy, and aspiration service outcomes.

This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this context-bound study, early stages of this activity consisted in establishing PénArt meant to enable high school students with difficulties to start up their own business at school. It involved reaching agreements between a high school and a youth centre so that high school students engage in the production and selling of their branded t-shirt. At the frontiers of their respective activity system, students, youth workers, special education teachers and members of the school board took actions to cross boundaries and redefine their interrelations. Cultural historical activity theory was fruitful to document the development of a new object-oriented activity. Tensions and contradictions revelaled to be the key moments in the emergence of the hybrid activity. Expansive learning led us to understand that, in a conflicting situation, a collective's agentive actions create an expansive form of learning and leads to a successful entrepreneurship experience. Change laboratory capacity to foster change for cooperative education in Quebec was successful. The students enrolled in a regional entrepreneurship contest and won it. That was a significant event for students with low self-esteem linked with their performance at school.

Looked at co-op and non co-op students in a semestered school to examine the effect of a compressed program on development of students' personal, career and life skills. Findings suggest that co-op students develop a feeling of self-worth and learn skills and attitudes that "will lead to satisfaction and productivity in the world of work." (Author/ABB)

In this paper, a review of Indigenous engagement in renewable energy projects is conducted and the main elements of energy partnerships between stakeholders and Indigenous partners are discussed. In recent years, Canada has witnessed more significant Indigenous involvement in economic and energy development projects than ever before. For large-scale energy partnerships, the focus is on engagement, financial capital, community buy-in (readiness, and entrepreneurial and business skills), and benefits-sharing with community partners. Equity-ownership, reconciliation, and self-determination intersect with and impact the benefits and sustainability of energy projects, as they are interrelated in the framework of most energy partnerships. This paper illustrates policy disconnects in connection with partnership-making, social outcomes, and decision-making among Indigenous communities. Furthermore, findings from relevant literature explore the nuanced discourse on social implications and capacity challenges that interlink with climate adaptation and reconciliation when promoting large-scale renewable energy partnerships with Indigenous communities. Through a systematic review and a meta-analysis of the literature, we found 80 relevant studies during the screening process, of which 33 were selected for the synthesis. Findings demonstrate that the Crown, energy companies, and community partners need to coordinate and collaborate closely to achieve energy security and sustainable renewable energy. The review suggests that Indigenous engagement in energy partnerships supports positive outcomes for social development and environmental protection among Indigenous communities. The literature suggests that when government and industry mentor in the project implementation process, important positive impacts on energy transitions, and self-sufficiency can be realized. [ABSTRACT FROM AUTHOR]

This article draws on research to evaluate the skills and traits required to be a successful music entrepreneur and Canadian musician in the face of digitalization. Theoretical and empirical studies emphasize entrepreneurship in every career. Researchers found that successful businessmen had unique skills that helped them achieve their goals faster. Creativity, timing, resource management, and opportunity awareness are connected to career success. This research explores academic entrepreneurs' best practices. Entrepreneurship is varied; therefore, the study found comparable effects and distinct conflict causes. Comparing general commercial success determinants to the skills musicians need to succeed in Canada and abroad generated four surprising findings: 1. Musicians require entrepreneurial skills. Musicians need skills to succeed and make money. 2. To capitalize on music industry digitalization, Canadian artists must strengthen their business skills. 3. Canadian artists need digital distribution and copyright skills to succeed in the internet era. 4. Entrepreneurship may be taught. Empirical research shows that entrepreneurs can learn better via experience than didactic training. These findings should support earlier research and assist policymakers develop "industry-specific" entrepreneurship tools for Canadian music practitioners. [ABSTRACT FROM AUTHOR]

The authors conduct an empirical investigation of the national Equity X Program to understand not just the barriers that women face in becoming producers and developing business skills to move their career forward as artist entrepreneurs in Canada but also how emerging professionals feel about their perceived opportunities. The authors first situate the study within the literature on equity and inclusion in the creative sector and the importance of the music industry in this context. They then use an impact assessment framework that incorporates key indicators around equity and inclusion, aesthetic goals and approaches, and accessibility measures to help organize six rich clusters of data drawn from respondents (N=397). Using iterative open coding of open-ended responses to semi-structured questions, as well as critical discourse analysis, the authors examine the clustered data to illustrate or address these impact measures and to tease out the implications of each cluster of data. The analysis of the six clusters of data can help the sector (and their funders and policymaking supporters) better understand priorities for entrepreneurial capacity-building, including professionalization, technical skills, self-development, a sense of belonging through networking, entrepreneurial development, and emotional engagement in the sector. While the study does not suggest that systemic discrimination can be overcome any time soon, it does provide evidence of the ways in which women creatives in music believe that becoming more proficient in technical and business skills will help them; it also illustrates their optimism about being able to overcome discrimination. This generates a more complex understanding not just of some of the challenges faced by diverse women artist-entrepreneurs within Canada's music ecosystem but also perceptions about how they aim to overcome these challenges. The article concludes by outlining future work required to ameliorate system-wide discrimination in arts entrepreneurship. [ABSTRACT FROM AUTHOR]

The article presents a study on the business skills of independent television production companies in Canada. It mentions that the firms produce children's television programs in which they have achieved success in both domestic and international markets. It notes that the industry is inhabited by many precarious small business enterprises along with intensifying competition. It points out the use of a business platform's Davidsson-Klofsten model for organizing research into their capabilities. It also states the significance of firm-level capabilities in the development of such programs.