Value creation pedagogy in higher education: Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science

Research output: Contribution to conference › Paper › Research › peer-review

Standard

Value creation pedagogy in higher education : Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science. / Lackéus, Martin ; Hyldegård, Jette Seiden; Færgemann, Helle Meibom.

2024. Paper presented at 3E Conference, Amsterdam, Netherlands.

Research output: Contribution to conference › Paper › Research › peer-review

Harvard

Lackéus, M, Hyldegård, JS & Færgemann, HM 2024, 'Value creation pedagogy in higher education: Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science', Paper presented at 3E Conference, Amsterdam, Netherlands, 15/05/2024 - 17/05/2024.

APA

Lackéus, M., Hyldegård, J. S., & Færgemann, H. M. (Accepted/In press). Value creation pedagogy in higher education: Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science. Paper presented at 3E Conference, Amsterdam, Netherlands.

Vancouver

Lackéus M, Hyldegård JS, Færgemann HM. Value creation pedagogy in higher education: Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science. 2024. Paper presented at 3E Conference, Amsterdam, Netherlands.

Author

Lackéus, Martin ; Hyldegård, Jette Seiden ; Færgemann, Helle Meibom. / Value creation pedagogy in higher education : Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science. Paper presented at 3E Conference, Amsterdam, Netherlands.20 p.

Bibtex

@conference{e8145b0ce3c84136bf2e6ed811f29231,
title = "Value creation pedagogy in higher education: Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science",
abstract = "Value Creation Pedagogy (VCP) has been positioned as a “primarypedagogy” in entrepreneurial education. However, most studies of VCP havebeen conducted on primary and secondary education levels, as well as onstudent experiences, leaving important gaps in literature on teacherperspectives on VCP in HE. This study aims to remedy these gaps byexploring what happens in practice when teachers in twelve different caseslet their students create value for others as formal part of a HE course orprogramme. Interviews uncovered strong engagement among teachers andstudents but also numerous challenges that impact feasibility andorganisation of VCP. VCP requires teachers to engage in a multi-year,iterative and challenging development journey. Students need moreemotional support than in regular courses. It was evident that little is knownabout VCP as practice in HE, triggering many new questions. Teachers needto be provided more support through active communities of VCP practice,supporting models, assessment techniques, and possibly also additionalfunding. This is the first multiple case study of VCP in HE.",
author = "Martin Lack{\'e}us and Hyldeg{\aa}rd, {Jette Seiden} and F{\ae}rgemann, {Helle Meibom}",
year = "2024",
language = "English",
note = "null ; Conference date: 15-05-2024 Through 17-05-2024",
url = "https://3e2024.org/",

}

RIS

TY - CONF

T1 - Value creation pedagogy in higher education

AU - Lackéus, Martin

AU - Hyldegård, Jette Seiden

AU - Færgemann, Helle Meibom

PY - 2024

Y1 - 2024

N2 - Value Creation Pedagogy (VCP) has been positioned as a “primarypedagogy” in entrepreneurial education. However, most studies of VCP havebeen conducted on primary and secondary education levels, as well as onstudent experiences, leaving important gaps in literature on teacherperspectives on VCP in HE. This study aims to remedy these gaps byexploring what happens in practice when teachers in twelve different caseslet their students create value for others as formal part of a HE course orprogramme. Interviews uncovered strong engagement among teachers andstudents but also numerous challenges that impact feasibility andorganisation of VCP. VCP requires teachers to engage in a multi-year,iterative and challenging development journey. Students need moreemotional support than in regular courses. It was evident that little is knownabout VCP as practice in HE, triggering many new questions. Teachers needto be provided more support through active communities of VCP practice,supporting models, assessment techniques, and possibly also additionalfunding. This is the first multiple case study of VCP in HE.

AB - Value Creation Pedagogy (VCP) has been positioned as a “primarypedagogy” in entrepreneurial education. However, most studies of VCP havebeen conducted on primary and secondary education levels, as well as onstudent experiences, leaving important gaps in literature on teacherperspectives on VCP in HE. This study aims to remedy these gaps byexploring what happens in practice when teachers in twelve different caseslet their students create value for others as formal part of a HE course orprogramme. Interviews uncovered strong engagement among teachers andstudents but also numerous challenges that impact feasibility andorganisation of VCP. VCP requires teachers to engage in a multi-year,iterative and challenging development journey. Students need moreemotional support than in regular courses. It was evident that little is knownabout VCP as practice in HE, triggering many new questions. Teachers needto be provided more support through active communities of VCP practice,supporting models, assessment techniques, and possibly also additionalfunding. This is the first multiple case study of VCP in HE.

M3 - Paper

Y2 - 15 May 2024 through 17 May 2024

ER -

ID: 385275374