Transformative action and the structure of reflexivity: aspects of enterprise teaching and quality pedagogy

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter suggests that the key to quality entrepreneurship education lies in reflective action learning. In elaborating this perspective, this study draws on the reflective experiences of third-year entrepreneurship students and educators in providing interpretations of the learning and teaching process. The concept of transformative reflexivity, which presupposes an introspection of entrepreneurship teaching and learning methods located within social contexts is introduced. At the centre, we contend that entrepreneurship education demands an approach to developing student and educator competence, with a rich emphasis on reflexive practice. This we believe creates a unique climate for quality experiential experience. Our main results facilitate a rich understanding of the positive effects of enabling greater student ownership of the learning process. The theoretical import of the study is in part a plea to solidify and interprete in the face of scholarly differences, a unified stance that challenges and extends existing entrepreneurship knowledge within the limits of critical bounding assumptions.
Original languageEnglish
Title of host publicationProgress in Entrepreneurship Education and Training
Subtitle of host publicationNew Methods, Tools, and Lessons Learned from Practice
PublisherSpringer International Publishing AG
Publication statusPublished - 2022

Publication series

NameFGF Studies in Small Business and Entrepreneurship
ISSN (Print)2364-6918
ISSN (Electronic)2364-6926


  • entrepreneurship education
  • teaching
  • transformative reflexivity
  • learning


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