An analysis of entrepreneurship education (EE), particularly of its positioning within digital and pedagogical techniques, appears to be gaining ground. Academic activity in this area has been stimulated by a plethora of concerns. Much of the discontent has been stimulated by concerns around limited resources for digitalisation, best practice and ineffective constructive alignment. In this chapter, we define the field by taking stock of our reflexivity towards locating quality enterprise pedagogy and exploring the links between digital delivery and context. We then draw on the results of a qualitative exploratory study of 40 enterprise students to demonstrate how using a “digitisation and transformational technology” lens provides novel insight into quality entrepreneurship delivery. Interview data reveal that perception of transformative digital applications influences quality teaching and effective learning. The resulting development encourages more long-term and richer educational experience. The chapter utilises data from a recent case study and supplements them with information on qualitative survey to illustrate how quality entrepreneurship education is created using effective transformative technologies.
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Crammond, R.J., Scuotto, V., Omeihe, K.O., Murray, A. (2022). Reframing University-Level Entrepreneurship Education Through Digitisation and Transformational Technologies: An Institutional Case Study. In: Hyams-Ssekasi, D., Agboma, F. (eds) Entrepreneurship and Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-07139-3_5
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-07138-6
Online ISBN: 978-3-031-07139-3