Book Chapter Details
Mandatory Fields
Hynes, B. Kennedy, N. and Pettigrew. J.
2016 Unknown
Innovative Business Education Design for 21st Century Learning (Advances in Business Education and Training)
The Role of Business Schools in Framing Entrepreneurial Thinking across Disciplines - The Case of Allied Health Professions;
Springer
Switzerland
Published
1
Optional Fields
Entrepreneurship Education, cross disciplinary Allied Health Professions
                          

There are clear rationales signaling the need for change in the way graduates think and behave and accordingly we suggest that the Business School is ideally positioned to deliver on future workplace skills requirements. It is incumbent on Business Schools to take the lead in delivering education to all disciplines across the university, facilitating access to a suite of more innovative, differentiated programmes with mutually beneficial value propositions for students, employers and society in general. Working with colleagues from differing disciplines, Business School faculty must collaborate in the design of an entrepreneurship curriculum that  provides students with a transformational entrepreneurial learning experience based on experiential and problem based learning approaches.  In this chapter, we seek to contribute to the burgeoning interest in the development of entrepreneurial skills and competencies in non-business disciplines by reviewing experiences of a cross-disciplinary entrepreneurship programme between the Department of Clinical Therapies and a Business School, in an Irish university whose aim is to ‘demystify and inspire enterprising activity for Occupational Therapy and Physiotherapy students’. The research raises questions concerning how Business Schools can partner to best develop programmes with the most appropriate balance of ‘expert’ and ‘local’ knowledge and to do so in the understanding of the industry sector and professional parameters of the health professions. We summarise our main learnings from this programme to inform future programmes for these students and discuss how such a programme can be applied to other non-business disciplines. The chapter closes with some practical implications and presents opportunities for further research.

978-3-319-32620-7
75
91
https://doi.org/10.1007/978-3-319-
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