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Problematising philosophical assumptions in EE's Invisible College
International Journal of Entrepreneurial Behavior & Research ( IF 5.995 ) Pub Date : 2022-03-16 , DOI: 10.1108/ijebr-07-2021-0553
Catherine Brentnall , David Higgins

PurposeThis paper seeks to energise discussion around philosophical assumptions in entrepreneurship education (EE). Far from being abstract considerations, this paper underscores that philosophical assumptions – which are embodied in research products and inherited from others – have practical implications.Design/methodology/approachThe study’s approach is to purposefully unsettle taken-for-granted assumptions implicit within 44 influential articles which have been said to reveal EE's Invisible College. The authors utilise three heuristic tools offered by problematisation – identifying paradigmatic assumptions, (re)conceptualising subject matter and making a reversal – to explore the implications of the meta-theoretical underpinnings of this body of work. The goal of this paper is not to find a definitive answer to the question “what is EE's underlying philosophy?” but rather ask, “what can we learn about philosophical assumptions by reconsidering this particular set of influential articles at a deep level?”FindingsWith some notable expectations, EE's Invisible College is a place where ideas about an external social reality accessible to the dispassionate researcher are implicitly accepted, where assumptions about the possibility of objective knowledge and the superiority of scientific methodology dominate and where functionalist research products reproduce the social status quo. Thus, whilst the EE research studied might appear diverse at a surface level (topics, research design, inter-disciplinary perspective), diversity is less apparent when considering the deeper, philosophical assumptions which underpin this body of work.Originality/valueRevealing assumptions which are embodied within research products may prompt critical thinking about the practical implications of research philosophies in the field of EE. In considering the implications of philosophical assumptions, a connection is made between problems that are observed at surface level – from lack of legitimacy, criticality and taken for grantedness of the field – to the deeper hidden system of ideas which lies beneath. Having highlighted potential problems of these deeper assumptions, the paper concludes by posing questions in relation to the type of research that is pursued and legitimised in the field of EE, the socialisation of researchers and the implications for criticality in the field. Such issues illustrate that, far from philosophical assumptions being an abstract or unimportant concern, they are highly practical and have the power to constrain or empower action and the social impact of research.

中文翻译:

在 EE 的隐形学院中质疑哲学假设

目的本文旨在激发围绕创业教育 (EE) 中的哲学假设的讨论。本文远非抽象考虑,而是强调哲学假设——体现在研究产品中并从其他人那里继承——具有实际意义。设计/方法/方法该研究的方法是有目的地打破 44 篇有影响力的文章中隐含的被视为理所当然的假设据说这揭示了EE的隐形学院。作者利用问题化提供的三种启发式工具——识别范式假设、(重新)概念化主题和进行逆转——来探索这项工作的元理论基础的含义。本文的目的不是为“什么是 EE”这个问题找到明确的答案 的基本哲学?” 而是问,“我们可以通过在深层重新考虑这组有影响力的特定文章来了解哲学假设的什么?” 发现有了一些值得注意的期望,EE 的隐形学院是一个让冷静的研究人员可以了解外部社会现实的想法的地方隐含地接受,其中关于客观知识的可能性和科学方法的优越性的假设占主导地位,并且功能主义研究产品再现社会现状。因此,虽然所研究的 EE 研究在表面层面(主题、研究设计、跨学科视角)可能显得多样化,但在考虑支撑这项工作的更深层次的哲学假设时,多样性就不那么明显了。原创性/价值揭示研究产品中的假设可能会促使人们对研究哲学在 EE 领域的实际意义进行批判性思考。在考虑哲学假设的含义时,在表面上观察到的问题之间建立了联系——从缺乏合法性、批判性和被认为是理所当然的领域——到更深层次的隐藏思想系统。在强调了这些更深层次假设的潜在问题之后,本文最后提出了与 EE 领域所追求和合法化的研究类型、研究人员的社会化以及对该领域关键性的影响有关的问题。这些问题表明,哲学假设远非抽象或无关紧要的问题,
更新日期:2022-03-16
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