This paper extends the previous application of Alfred Whitehead's
educational ideas to the domain of enterprise education. In doing so, a
unique approach to enterprise education is illustrated that links students to
their reality whilst also connecting the curriculum to contemporary
entrepreneurship theory. The paper reports upon past cycles of reflective
practice related to the developing hic et nunc teaching and learning
framework. Two specific findings of note have emerged. First, that students’
learning outcomes are enhanced through the oscillating influence of
freedom and discipline. However, in the absence of either factor, suboptimal
outcomes are seen to occur. That is, an imbalance between
freedom and discipline has resulted in sub-optimal outcomes from either a
lack of student interest or an inability to adequately apply acquired
knowledge. Where gains have been made, the most obvious process has
been through consultation with students. Second, that the students also
play an important role in shaping the nature of the learning environments
within which they interact. Both findings are of significant importance to all
academics charged with the responsibility of developing enterprise
education curriculum. The main implication of the paper is that in the
absence of sound pedagogical practises, it is possible that enterprise
programs may develop a tendency to reinforce past practises. The
processes of constructive alignment and criterion-based assessment are
argued to offer avenues through which students can influence the
educational process. They also provide the educator with a reflective
pathway through which continual improvements are constantly possible.
This paper provides other academics with a window through which to view
the ongoing development of a process that has been recognised nationally
for teaching excellence and influenced many fine young entrepreneurs. The
paper also draws attention to a set of core educational philosophies that
have transferable value to any academic setting. It is noted that the task of
developing a learner-centred curriculum for enterprise education has been
an entrepreneurial endeavour in itself. Many mistakes have been made and
many memorable achievements have been celebrated.
