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International Enterprise Education in Sri Lanka: A Blended Approach
ARTICLE

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Education & Training Volume 54, Number 4, ISSN 0040-0912

Abstract

Purpose: The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by both staff and students in moving away from a traditional delivery method. Design/methodology/approach: Adopting a case study approach, the paper describes a blended, incremental implementation strategy aimed at developing staff and students' understanding of enterprise education in a gradual, supportive and culturally-sensitive manner. Evaluation is conducted through an analysis of formal assessment performance and qualitative module review. Findings: The paper demonstrates the impact of enterprise education in an international context and a capability amongst most students to engage with it successfully, whilst also highlighting the challenges of delivery in a different culture. Practical implications: The adaptation of enterprise education to an international setting can be shown to add value in various ways, including the development of soft skills and building confidence in team working and communication. It can also be shown to empower staff in delivering teaching using non-traditional techniques. However, consideration of context is essential to effective delivery. Originality/value: This study makes a contribution to the fields of transnational education and enterprise education in international contexts. It shows the value of enterprise education in challenging traditional delivery methods and the acceptance of such by both staff and students. (Contains 3 tables.)

Citation

Kasturiratne, D., Lean, J. & Phippen, A. (2012). International Enterprise Education in Sri Lanka: A Blended Approach. Education & Training, 54(4), 306-318. Retrieved January 27, 2020 from .

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