Problematising philosophical assumptions in EE's Invisible College

BRENTNALL, Catherine and HIGGINS, David (2022). Problematising philosophical assumptions in EE's Invisible College. International Journal of Entrepreneurial Behavior & Research.

[img]
Preview
PDF
Brentnall-ProblematisingPhilosophicalAssumptions(AM).pdf - Accepted Version
Creative Commons Attribution Non-commercial.

Download (587kB) | Preview
Official URL: https://www.emerald.com/insight/content/doi/10.110...
Link to published version:: https://doi.org/10.1108/ijebr-07-2021-0553
Related URLs:

    Abstract

    Purpose (limit 100 words) This paper seeks to energise discussion around philosophical assumptions in Entrepreneurship Education (EE). Far from being abstract considerations, this paper underscores that philosophical assumptions – which are embodied in research products, and inherited from others - have practical implications. Design/methodology/approach (limit 100 words) Our approach is to purposefully unsettle taken for granted assumptions implicit within 44 influential articles which have been said to reveal EE’s Invisible College. We utilise three heuristic tools offered by problematisation - identifying paradigmatic assumptions, (re)conceptualizing subject matter and making a reversal – to explore the implications of the meta-theoretical underpinnings of this body of work. The goal of this paper is not to find a definitive answer to the question ‘what is EE’s underlying philosophy?’ but rather asks ‘what can we learn about philosophical assumptions by reconsidering this particular set of influential articles at a deep level?’ Findings (limit 100 words) With some notable expectations, EE’s Invisible College is a place where ideas about an external social reality accessible to the dispassionate researcher are implicitly accepted, where assumptions about the possibility of objective knowledge and the superiority of scientific methodology dominate and where functionalist research products reproduce the social status quo. Thus, whilst the EE research studied might appear diverse at a surface level (topics, research design, inter-disciplinary perspective), diversity is less apparent when considering the deeper, philosophical assumptions which underpin this body of work. Originality/value (limit 100 words) Revealing assumptions which are embodied within research products may prompt critical thinking about the practical implications of research philosophies in the field of EE. In considering the implications of philosophical assumptions, a connection is made between problems that are observed at surface level - from lack of legitimacy, criticality and taken for grantedness of the field - to the deeper hidden system of ideas which lies beneath. Having highlighted potential problems of these deeper assumptions, the paper concludes by posing questions in relation to the type of research that is pursued and legitimised in the field of EE, the socialisation of researchers and the implications for criticality in the field. Such issues illustrate that, far from philosophical assumptions being an abstract or unimportant concern, they are highly practical and have the power to constrain or empower action and the social impact of research.

    Item Type: Article
    Additional Information: ** Article version: AM ** From Emerald via Jisc Publications Router ** Licence for AM version of this article: https://creativecommons.org/licenses/by/4.0/ **Journal IDs: issn 1355-2554 **History: accepted 20-01-2022; rev-recd 13-01-2022; submitted 11-07-2021
    Uncontrolled Keywords: Research Paper, Entrepreneurship Education, Enterprise Education
    Identification Number: https://doi.org/10.1108/ijebr-07-2021-0553
    SWORD Depositor: Colin Knott
    Depositing User: Colin Knott
    Date Deposited: 09 May 2022 08:56
    Last Modified: 25 May 2022 09:04
    URI: https://shura.shu.ac.uk/id/eprint/30054

    Actions (login required)

    View Item View Item

    Downloads

    Downloads per month over past year

    View more statistics