Graduate Entrepreneurs' Perspectives Of
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Breathing Space or Hiding Place? Graduate Entrepreneurs’ Perspectives of Entrepreneurship Education in Ireland by Mary Fenton, MBS, MA, BSc (Hons) Mgmt Thesis submitted in fulfilment of the degree of Doctor of Philosophy Joint Faculty of Humanities, St. Patrick’s College, Dublin City University Research Supervisors: Dr Almar Barry and Dr Hugh Gash 2013 i Declaration of Originality I hereby certify that this material which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: Mary Fenton, ID No.: 57274673 Date: 12 December 2012 ii Dedication This work is dedicated to my parents, Mary and Austin Fenton, and to Nessa, my favourite sister, for their constant love and encouragement. I am blessed and beyond grateful. iii Acknowledgements I am deeply grateful to my supervisors, Dr Almar Barry and Dr Hugh Gash, for their wonderful insight, guidance and commitment shown to me through every hill and every valley of my research. I could never have completed this work without their generosity, encouragement and belief in me. I am indebted to the graduate entrepreneurs who participated in this research. I salute their courage, optimism and chutzpah: they are the real heroes in the rejuvenation of the Irish economy. I wish to thank the enterprise enablers who participated in this research for their insights and candour. I acknowledge the great work they do in fostering and nurturing entrepreneurs. I am very grateful to Eugene Crehan, SEEPP Manager for his wholehearted support of my research and for encouraging SEEPP entrepreneurs to participate in this study. I wish to thank John O’Connor, Manager of Enniscorthy Enterprise and Technology Centre, for his generosity of spirit and enthusiasm for my research. I am sincerely grateful to the management of Waterford Institute of Technology for supporting my continuing professional development. I wish to thank Dolores Gilhooly and Dr John Wall, former and current Head of School of Lifelong Learning and Education respectively, for giving me the breathing space to pursue my research. I am grateful to my wonderful colleagues within the School of Lifelong Learning and Education and Waterford Institute of Technology for helping in their own unique way throughout this study. I wish to thank Dr Ruth McManus and the lecturers of the Department of Geography, and Ms Sharon King, Office the Dean of Research for all of their support throughout my study at St Patrick’s College, Drumcondra. I am blessed with wonderful friends (you know who you are). Thank you all for your kindness, support and belief in me. Finally, I wish to pay homage to Michael Dee, RIP, an enterprise enabler par excellence. iv Table of Contents Page Declaration of Originality (ii) Dedication (iii) Acknowledgements (iv) Table of Contents (v) Abstract (x) List of Tables (xi) List of Figures (xii) List of Acronyms and Abbreviations (xiii) Chapter 1 Introduction 1.0 Introduction 1 1.1 Contextual Background to the Research 2 1.2 The Role of Higher Education in Enterprise Development 4 1.3 Identification of the Research Problem and Rationale 8 1.4 Research Aim and Objectives 9 1.5 Methodological Approach 10 1.6 Structure of Dissertation 11 1.7 Conclusion 12 Chapter 2 Literature Review 2.0 Introduction 13 2.1 Entrepreneurship: An Evolving Definition 14 2.2 Entrepreneurial Higher Education Institutions 19 2.3 Entrepreneurial Leadership in Higher Education 21 2.4 Entrepreneurship Education at Third Level: The Struggle for Legitimacy 29 2.5 Approaches to Entrepreneurship Education at Third Level 32 2.5.1 Educating Students to Create New Ventures 34 2.5.2 Educating Students to Transform Knowledge into Economic Growth 36 2.5.3 Facilitating Entrepreneurial Energy for Social Change 38 2.5.4 Facilitating an Entrepreneurial Mindset in Everyday practice 39 2.5.5 Summary of the Four Paradigms of Entrepreneurship Education 41 2.5.6 Differentiated Approach to Entrepreneurship Education 43 2.6 Pedagogical Approaches to Entrepreneurship Education 47 2.7 Creating an Entrepreneurial Learning Environment 52 2.8 The Importance of Contextualised Learning in Entrepreneurship 54 Education 2.9 The Role of Entrepreneurship Educators 56 2.10 The Use of Emerging Technology in Entrepreneurship Education 59 2.11 Evaluating the Effectiveness of Entrepreneurship Education 60 2.12 Key Themes of the Literature 62 2.13 Identification of the Research Questions 64 2.14 Conclusion 65 v Page Chapter 3 Contextual Framework: Enterprise Policy in Ireland 3.0 Introduction 66 3.1 The Importance of Entrepreneurship to Economic Development 66 3.2 The Role of Government in Enterprise Development 70 3.3 The Evolution of Enterprise Policy in Ireland 72 3.3.1 The Focus on Indigenous Enterprise 75 3.3.2 A Strategic Focus on High Potential Start Ups 80 3.4 Higher Education and the Knowledge Economy 82 3.5 The Evolution of the Institute of Technology Sector 88 3.5.1 Research in the Institute of Technology Sector 89 3.5.2 Enterprise Development Initiatives in the Institute of Technology 90 Sector 3.5.3 Physical Enterprise Infrastructure in the Institute of Technology Sector 91 3.5.4 Enterprise Platform Programme 92 3.6 The Future Landscape for Irish Higher Education 95 3.7 Conclusion 99 Chapter 4 Methodology 4.0 Introduction 100 4.1 Conceptual Framework: Entrepreneurship Education at Third Level 100 4.2 Position of the Researcher 102 4.3 Research Aim, Objectives and Questions 104 4.4 The Research Process 106 4.4.1 Selection of Appropriate Research Paradigm 106 4.5 Methodological Considerations 109 4.6 Research Methodology 110 4.7 Research Design: Case Study Methodology 111 4.7.1 Delimitations of the Case Study 113 4.8 Knowledge and Theory Development 115 4.9 Data Collection and Sources of Data 116 4.9.1 Secondary Data Collection 117 4.9.2 Exploratory Research 117 4.9.3 Primary Data Collection 118 4.9.3.1 Online Questionnaires 119 4.9.3.2 Semi Structured Interview 120 4.10 Selection of the Research Cohorts 122 4.10.1 Graduate Entrepreneurs 122 4.10.2 Enterprise Enablers 124 4.10.3 Summary of Data Collection and Fieldwork 125 4.11 Data Analysis 126 4.12 The Legitimacy, Reliability and Validity of the Research Data 128 4.13 Ethical Considerations 129 4.14 Limitations of the Research Methodology 130 4. 15 Conclusion 131 vi Page Chapter 5 Profile of Graduate Entrepreneurs 5.0 Introduction 132 5.1 Research Context: Contextual Overview of South East Region 133 5.1.1 Case Profile: South East Enterprise Platform Programme 135 5.2 Section 1: Results of E-Questionnaire amongst SEEPP Participants 139 5.2.1 Gender Profile of SEEPP Participants 140 5.2.2 Age Profile of SEEPP Participants 140 5.2.3 Educational Background of SEEPP Participants 141 5.2.4 Family Background in Business 142 5.2.5 Work Experience Prior to SEEPP Participation 143 5.2.6 Motivation for Self-Employment 143 5.3 SEEPP Participants’ Experience of SEEPP 144 5.3.1 Motivation for SEEPP Participation 145 5.3.2 Graduate Entrepreneurs’ Perspectives of SEEPP 146 5.3.3 Accreditation of SEEPP 147 5.4 Profile of SEEPP Participants’ Business 148 5.4.1 Sectoral Analysis of SEEPP Participants’ Businesses 149 5.4.2 Number of Employees 150 5.4.3 Turnover of SEEPP Participant Companies 150 5.4.4 Export Orientation 151 5.4.5 Serial Entrepreneurship 152 5.4.6 Links with WIT 152 5.5 Summary of Research Findings of E-Questionnaire 154 5.6 Section 3: Profile of SEEPP Participants 155 5.6.1 Motivation for Self-Employment 156 5.6.2 Motivation for SEEPP Participation 157 5.6.2.1 CORD Funding 158 5.6.2.2 Links with SEEPP Participants 159 5.6.2.3 The Role of the SEEPP Manager 160 5.7 Section 3: Profile of Non-SEEPP Graduate Entrepreneurs 161 5.7.1 Motivation for Self-Employment 162 5.7.2 Reasons for Not Participating in SEEPP 163 5.8 Synthesis of Research Findings 164 5.9 Conclusion 166 Chapter 6 Graduate Entrepreneurs’ Perspectives of EE 6.0 Introduction 167 6.1 Section 1: SEEPP Participants’ Perspectives of EE at Third Level 168 6.1.1 Entrepreneurial HEI and Leadership 169 6.1.1.1 Initiatives to Promote Student Enterprise 171 6.1.1.2 Entrepreneurial HEI Leadership 172 6.1.1.3 Lack of Visibility of Entrepreneurship in Curriculum 173 6.1.2 Entrepreneurial Staff 174 6.1.3 Entrepreneurial Students and Graduates 176 6.1.4 Dynamic Learning Environment 178 6.1.5 Part of Broader Entrepreneurial Ecosystem 189 6.1.5.1 Role Models 190 6.1.5.2 Greater Engagement with Campus Incubator 191 vii Page 6.1.6 Emerging Themes of Research 193 6.1.6.1 Breathing Space 193 6.1.6.2 Failure: An Important Learning Strategy 194 6.1.6.3 Heterogeneity of Learner Cohort 195 6.1.6.4 Graduate Entrepreneurs as Adult Learners 198 6.1.7 Summary of Research with SEEPP Participants 199 6.2 Section 2: Graduate Entrepreneurs’ Perspectives of EE 200 6.2.1 Entrepreneurial HEI and Leadership 201 6.2.2 Entrepreneurial Staff 204 6.2.3 Entrepreneurial Students and Graduates 204 6.2.4 Part of Broader Entrepreneurial Ecosystem 205 6.2.5 Emerging Themes of Research 206 6.2.6 Summary of Research with Non-SEEPP Graduate Entrepreneurs 207 6.3 Synthesis of Overall Research Findings 207 6.4 Conclusion 213 Chapter 7 Enterprise Enablers’ Perspectives of EE at Third Level 7.0 Introduction 216 7.1 Section 1 - Perspectives of SEEPP Lecturers 218 7.1.1 What are HEIs doing to promote entrepreneurship amongst students? 221 7.1.2 What is the focus of EE at Third Level? 225 7.1.3 What factors can affect