Strascheg Center for Entrepreneurship & HM Hochschule München Universitiy of Applied Sciences
Responsible. Systemic. Democratic.
New Trajectories in Entrepreneurship Education
In line with transformations towards sustainable-entrepreneurial universities (Cai & Ahmad, 2022) EntrepreneurshipEducation (EE) sees itself radically changing and adapting to the new global, environmental and institutionaldemands of the 21st century. For 2025’s 3E conference we invite scholarly investigations into three interconnecteddimensions of EE to lay the foundations for future research, share best practices and spark critical debates.
Responsible
Recent discussions of responsible entrepreneurship (Vallaster et al., 2019; Hägg et al., 2024) have initiated adeeper exploration of how EE construes responsibility. How does EE theoretically define and methodologicallyimplement responsibility? What theories, methods and best practices help to rigorously integrate responsibility within EEprocesses? How may educators and institutions integrate responsibility into the core of EE, rather than treating it as aperipheral concern or an afterthought?
Systemic
How can EE adapt to systemic perspectives on innovation, value creation and learning? Systems Thinking offersnew vantage points for holistic entrepreneurial processes, encourages new ways of thinking and challengeslearners to cope with complexity and ambiguity. Yet what specific value does a systems perspective offer to EE?What are teaching practices, philosophies and designs that developm systemic competencies? Systemicapproaches often overwhelm learners and are in conflict with linear innovation processes. If assuming that SystemsThinking is integral to Social Entrepreneurship (Trivedi, 2015), what is its role in ‘traditional’ entrepreneurship andeducation?
Democratic
While previous research has argued that ‘entrepreneurialism’ is something exceptional and inherent only to‘entrepreneurs’, more recent approaches have underlined a more ‘democratic’ understanding, emphasizing thatevery learner has the capacity and potential to be and become more entrepreneurial (Block et al., 2023). We wantto invite research that helps us better understand and execute such “wide approaches to EE” (Baggen et al., 2021) butalso reflect on the opportunities and risks such approaches may bring about. How can EE be more open, inclusiveand participatory in both form and content?
We invite contributions to the following Conference Tracks (or a combination of these topics):
EE and Responsibility
- Philosophical Antecedents: Exploring the philosophical and ethical foundations for responsible
- Impact Entrepreneurship: Reflecting on regenerative, social, sustainable or impact EE, its methodologies and pedagogies.
- Impact Assesment: Developing tools and methodologies for assessing the impact of entrepreneurial (teaching) activities on learners, society and the
- Responsibilities of Educators: Negotiating the responsibilities EE educators have (or do not have) and how todeal with ethical dilemmas in EE
EE and Systems Thinking
- Systems Thinking: Discussing holistic approaches to EE that integrate systems thinking as a foundational component of entrepreneurship
- Systems Competencies: Exploring competency frameworks and assessments for Systems Thinking in EE.
- Innovation Ecosystems: Building entrepreneurial ecosystems for creating and nurturing innovation within educational institutions.
- Complex Problem Solving: Reflecting on the challenges and opportunities of preparing students for complex real-world challenges.
- Inter- and Transdisciplinary Learning: Bridging, extending and transforming the disciplinary ‘systems’ in educationthrough entrepreneurship through inter- and transdisciplinary
Democratizing EE
- Inclusive Pedagogy: Exploring how to ensure access for all learners and developing inclusive teachingmethods that ensure all students have access to
- Participatory Learning: Engaging students and other stakeholders in curriculum design through co-creation
- Inclusive Entrepreneurship: Promoting diversity, equity and inclusion strategies for fostering inclusivityand equity within entrepreneurship
- Democratizing Innovation: Broadening participation in innovation and encouraging a wider range of participants in the innovation process.
- Democracy and Entrepreneurship: Investigating the relationships between entrepreneurship, education and democratic principles.
Guidelines for Research Paper Abstracts
Both conceptual and empirical papers are welcomed. The ideal conceptual paperraises an interesting question and through dealing with this question, arrives at aricher and transforming challenge, which helps us perceive the question in a wholenew way that we have not thought about before. The ideal empirical paperformulates a question that needs to be researched and through the empiricalanalysis finds that the world may be richer than we thought or might work in unusual ways than we thought, whereby we may need to ask different or new questions.
Abstracts should not exceed two (2) single-spaced pages and may not exceed the maximum limit of 900 words – notcounting references. Please include references if you cite sources. The author(s) name and information shouldNOT appear anywhere on the abstract. If you submit more than two abstracts, we will ask you to withdraw theadditional abstracts. Abstracts need to include the following information:
- Importance of the topic for entrepreneurship education research and/or practice
- Questions, challenges, and problems to be asked and addressed
- Originality and newness of the approach
Download the full call here..