Abstract
Educators must distinguish what is the correct balance of knowledge between ‘expert’ and ‘local’ that graduates irrespective of discipline require. The ‘expert’ dimension comprises explicit, theory-based, academic, professional, or scientifically-based knowledge particular to a discipline or profession whereas the ‘local’ dimension comprises forms of knowledge and ways of doing which are practice-based, deriving from experience and problem solving in a specific context. These ‘softer’ skills enhance graduate employability and professional identity and an ability to apply their knowledge in a relevant discipline or profession. How best to encapsulate these skills into non-business disciplines is a challenge for educators and we propose in this chapter that modules focussing on entrepreneurial learning provide a useful conduit to develop the relevant ‘local’ knowledge in a context driven manner. The research provides insights to aid Business Schools wishing to develop similar collaborative modules. It heightens the awareness of the central role of the Business School as a nexus in the provision of relevant expert and local knowledge which enhances the personal and professional capability of the graduate.
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Hynes, B., Kennedy, N., Pettigrew, J. (2016). The Role of Business Schools in Framing Entrepreneurial Thinking Across Disciplines: The Case of Allied Health Professions. In: Daly, P., Reid, K., Buckley, P., Doyle, E. (eds) Innovative Business Education Design for 21st Century Learning. Advances in Business Education and Training. Springer, Cham. https://doi.org/10.1007/978-3-319-32622-1_7
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