The University of Southampton
University of Southampton Institutional Repository

The adoption of mentorship and its influence on students’ cognitive psychology: A case of entrepreneurship education

The adoption of mentorship and its influence on students’ cognitive psychology: A case of entrepreneurship education
The adoption of mentorship and its influence on students’ cognitive psychology: A case of entrepreneurship education
The call for universities to play a role in boosting the economic growth caused an education revolution. This led to the rise of entrepreneurial universities that introduced entrepreneurship education to sustain the third mission. Previous studies in entrepreneurship learning argued that entrepreneurial pedagogy methods did not change during the third academic revolution; however, recent research confirms that educators are applying blended mentorship pedagogy to respond to the hybrid nature of entrepreneurship education and to remain engaged with students during entrepreneurship sessions. The fact that past evidence shows that entrepreneurship education impacts students’ semantic cognition directed this thesis to research the interactive relationship between educators and students by focusing on the influence of mentorship pedagogy on students’ cognitive antecedents.

Reviewing past studies supported this research to establish its positivism philosophical stance and generate hypothesised frameworks. To test research models, data were collected from students who were enrolled in UK entrepreneurship education courses; these data were subjected to analysis through a structural equation modelling process Findings show that educators’ mentorship pedagogy is influencing students’ attitudes, perceived behavioural control and entrepreneurial intentions. Results also demonstrate that educators’ mentorship pedagogy is supporting the knowledge contents of theoretical and practical entrepreneurship education to affect students’ cognition. Finally, the thesis reveals the different impacts of traditional teaching, psychosocial functions and career-related mentorship functions on students’ cognitive factors.

This thesis sheds light on an interactive teaching method within the framework of entrepreneurship education. Furthermore, the research extends the field of entrepreneurship learning by explaining the nature of the active relationship between educators and students in entrepreneurship sessions. It also reveals the interaction between the components of entrepreneurship education and educators’ blended mentorship pedagogy.
University of Southampton
Badwan, AbdulRahman
040d92a8-85c1-4352-8f91-50ca5a4851ff
Badwan, AbdulRahman
040d92a8-85c1-4352-8f91-50ca5a4851ff
Rentocchini, Francesco
8ee609a8-8a3f-4a86-94be-5050f7d8c1cb

Badwan, AbdulRahman (2018) The adoption of mentorship and its influence on students’ cognitive psychology: A case of entrepreneurship education. University of Southampton, Doctoral Thesis, 217pp.

Record type: Thesis (Doctoral)

Abstract

The call for universities to play a role in boosting the economic growth caused an education revolution. This led to the rise of entrepreneurial universities that introduced entrepreneurship education to sustain the third mission. Previous studies in entrepreneurship learning argued that entrepreneurial pedagogy methods did not change during the third academic revolution; however, recent research confirms that educators are applying blended mentorship pedagogy to respond to the hybrid nature of entrepreneurship education and to remain engaged with students during entrepreneurship sessions. The fact that past evidence shows that entrepreneurship education impacts students’ semantic cognition directed this thesis to research the interactive relationship between educators and students by focusing on the influence of mentorship pedagogy on students’ cognitive antecedents.

Reviewing past studies supported this research to establish its positivism philosophical stance and generate hypothesised frameworks. To test research models, data were collected from students who were enrolled in UK entrepreneurship education courses; these data were subjected to analysis through a structural equation modelling process Findings show that educators’ mentorship pedagogy is influencing students’ attitudes, perceived behavioural control and entrepreneurial intentions. Results also demonstrate that educators’ mentorship pedagogy is supporting the knowledge contents of theoretical and practical entrepreneurship education to affect students’ cognition. Finally, the thesis reveals the different impacts of traditional teaching, psychosocial functions and career-related mentorship functions on students’ cognitive factors.

This thesis sheds light on an interactive teaching method within the framework of entrepreneurship education. Furthermore, the research extends the field of entrepreneurship learning by explaining the nature of the active relationship between educators and students in entrepreneurship sessions. It also reveals the interaction between the components of entrepreneurship education and educators’ blended mentorship pedagogy.

Text
Final thesis - Version of Record
Restricted to Repository staff only until 19 May 2019.
Available under License University of Southampton Thesis Licence.

More information

Published date: November 2018

Identifiers

Local EPrints ID: 426438
URI: https://eprints.soton.ac.uk/id/eprint/426438
PURE UUID: 1104b527-acb2-4458-8938-50cefe7f850f

Catalogue record

Date deposited: 27 Nov 2018 17:30
Last modified: 13 Mar 2019 17:49

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×