Innovating in Teaching Enterprise, Business and Management in Higher Education

This is the first book in a series aimed at sharing practices within Higher Education focused on teaching enterprise, business and management. Initially, this book intended to demonstrate different approaches evidencing a transition from a traditionally teacher-centred approach to a student-centred approach. However, we did not expect that such a transition would be accelerated as it has been amid the pandemic. That just made the book more relevant and actual. The new normal in Higher Education is student-centred, and this reality is pushing for deeper changes across the whole sector.

The chapters in the book contribute to broadening the reflection and facilitating this transition at a programme and module level. In the first part, Landin et al. reports on teaching and learning excellence in the USA to provide neurodivergent students with a learning environment that adapts to their needs, while developing competitive advantages for them in academia and beyond. Stuart et al. present an in-depth analysis of how to entrench entrepreneurial pedagogy in a university setting in the UK. Regalado-Pezúa and Toro feed into this by showcasing an example of how technical education in Latin America helps to bridge the skills gap in the job market while innovating in the delivery of teaching and learning.

The second part of the book showcases innovations and the module level. MacEachen and Malone demonstrate brilliance in facilitating student and industry co-creation towards augmenting employability skills; Dewitt highlights in-class strategies to develop students’ entrepreneurial skills, which are in demand by employers; and Avramenko et al., evidence of how a computer-based simulation pedagogy bridges theory and practice whilst enhancing student’s engagement and satisfaction.

he third part of the book revisits aspects related to how technologies assist transformations in teaching and learning. In this regard, Camps revisit the literature to clarify which technologies can better serve different purposes. In contrast, Sindi provides a methodology to ensure an effective transition towards the use of simulation pedagogy at a module, programme and faculty level. My thanks to Safaa Sindi, whose invaluable contributions as a guest editor provided much-needed stewarding throughout the process, as well as to the reviewers who patiently and persistently helped us along the way. I hope that you enjoy the read!

Nuno Arroteia (Editor, Higher Education Practices and Perspectives Series)

Table of contents

PART I
Inclusive Business Education: Teaching Appropriate and Relevant Professional Best Practices in Neurodiverse Classrooms and Workplaces

ENI Foundation: Innovation in the Modality of Technical Education Study in Colômbia

Creativity to Insight to Action: Linking Entrepreneurial Pedagogy to University Eco-Systems

PART II
Student-Industry Co-creation for Skills Development Flipped Jigsaw in Entrepreneurship Education

The Influence of Business Simulations on Students’ Psychological Empowermemt

PART III
Teaching during the lockdown: How to make the most of Simulation

Revitalising Teaching Practice in Tertiary Education for Times of Pandemic and Beyond