This is a presentation of the paper Hermann and Bossle (2019) https://doi.org/10.1016/j.jclepro.2019.119038 Presentation by Marilia Bonzanini Bossle at the ENANPAD conference 2018

1. Bringing an Entrepreneurial
Focus in Sustainability
Education
Roberto Rivas Hermann – Nord University, Norway
Marilia Bonzanini Bossle - Instituto Federal de Educação, Ciência e
Tecnologia do Rio Grande do Sul - IFRS – Brazil
marilia.bossle@viamao.ifrs.edu.br

2. The context
• Sustainability; 17 sustainable development goals (SDG) into
the 2030 Agenda for Sustainable Development (UN 2017).
• The role of entrepreneurs in the identification of market
externalities and exploiting business opportunities around
them (Demirel et al. 2017; Dean & McMullen 2007).
• The importance of Sustainability;

3. Entrepreneurial and Sustainability Education
• The entrepreneurial education is more diverse with regards
to its target audience: “Development of entrepreneurial
capacities and mindsets” (Abou-Warda 2016) .
• Sustainability education means “…aims to challenge and
empower individuals to promote sustainable development
across all disciplines and at all levels of society” (Lourenco
et al. 2013).

4. Entrepreneurial and Sustainability Education
• The entrepreneurial education is more diverse with regards
to its target audience: “Development of entrepreneurial
capacities and mindsets” (Abou-Warda 2016) .
• Sustainability education means “…aims to challenge and
empower individuals to promote sustainable development
across all disciplines and at all levels of society” (Lourenco
et al. 2013).
Lack of linkage between both research
domains

5. The Problem
• Although many years of research and practice have led to a
better understanding of how to integrate sustainability
concerns into education at all levels (Aurandt & Butler 2011; Coops et al. 2015;
Amaral et al. 2015; Aikens et al. 2016), sustainability-education programs
do not account for entrepreneurship-oriented elements
(Wiek et al. 2011).
• How do we conceptualize “entrepreneurial-oriented
sustainability education” based on the meta-knowledge
trends of both fields?

6. • This article follows a bibliometric approach which allows
researchers to: a) identify emerging scientific communities
in a domain, enabling researchers to infer the differences
between the conceptual bases of “entrepreneurship
education” and “sustainability education”; and b) model the
main topics in both fields with the purpose to argue about
the key important discourses in both fields.

7. Theoretical background
• Literature review of previous research on the intersections between
entrepreneurship and sustainability education.
• The crossroads of entrepreneurship and sustainability
education
– A general search using the terms “entrepreneurship education” (EE) and
“sustainability education” (SE) in the database Web-of-Science in November
2017, resulted in 881 peer-reviewed articles in the timeframe 2000-2017.
– By analyzing the abstract and title information of this sample, only 7 papers
use the terms “sustain*” and “entrepr*” altogether, and a total of seven
research articles have addressed several aspects of how to combine EE
and SE in higher education programs

8. Materials and method
• The research design is framed in three phases: data
collection, “automated” content analysis methods, and
conceptualization based on “human” content analysis of the
previous step.
• Data collection – Search at Web of Science – 986 papers;
• Analytical method - Document co-citation (DCA) and topic
modelling.

10. • The bibliometric data of the 986 focal documents were
imported from WoS in the form of a text file. This included
the conventional data, such as author, publication, year, title,
but also all references per article.
• The purpose of the topic modeling was to identify
differences and complementarities on how some concepts
are addressed in both “entrepreneurship education” and
“sustainability education”.

11. Materials and method
• The second and last step involved grouping the topics into
categories. These topics were subsequently coded according to the
categories which indicate particularities of entrepreneurship and
sustainability education (Mindt & Rieckmann 2017): i) educational
focus, ii) paper type, iii) scope of the described teaching and
learning, iv) teaching-learning approaches, v) interdisciplinarity, vi)
cooperation formats, vii) type of learning outcomes, viii) competence
frameworks authors refer to, and ix) theme in relation to
entrepreneurship.

12. Results
# Citi
ng
refe
renc
es
Median
publication year
Most active
citer in the
cluster
Most cited
reference
Most frequent topics (LLR)
0 14 2012 (Loi and Di
Guardo 2015)
(Oosterbeek, van
Praag, and
Ijsselstein 2010)
Teaching entrepreneurship, start-up generation
approach, affective learning result, extra-curricular
enterprise support provision and education student.
1 10 2007 (Vazquez et al.
2011)
(Souitaris,
Zerbinati, and Al-
Laham 2007;
Wilson, Kickul, and
Marlino 2007;
McGee et al. 2009)
fostering entrepreneurship, Spanish empirical study,
teaching entrepreneurship, start-up generation
approach and affective learning result
2 6 2009 (Joensuu-Salo,
Varamaki, and
Viljamaa
2015)
(Liñán and Chen
2009; Jones and
Iredale 2010)
education student, entrepreneurial potential, students
perception, enterprise education and teaching
entrepreneurship
3 6 2012 (Preedy and
Jones 2015)
(Fayolle 2013) Extra-curricular enterprise support provision, curricula
content, teaching method, systematic literature review,
entrepreneurship education
4 6 2011 (Middleton
and Donnellon
2014)
(Neck and Greene
2011)
Personalizing entrepreneurial learning, teaching
entrepreneurship, start-up generation approach,
affective learning result, extra-curricular enterprise
support provision
Summary of co-citation clusters for entrepreneurship education

13. Cluster Citing
references
Median
publication
year
Most active citer
in the cluster
Most cited
reference
Most frequent topics (LLR)
0 13 2011 (Xiong et al.
2013)
(Rieckmann 2012;
Lozano et al.
2013)
sustainability significance, green
curriculum, mainland China,
status and real world
1 12 2009 (Lee, Barker, and
Mouasher 2013)
(Lozano 2006;
Lozano 2010)
exploratory study, graduate
attribute statement, Australian
universities, sustainable
development and sustainability
significance
2 11 2008 (Brundiers,
Wiek, and
Redman 2010)
(Barth et al. 2007;
Sipos, Battisti, and
Grimm 2008)
real-world learning
opportunities, exploratory study,
graduate attribute statement and
engineering education
3 8 2008 (Minguet et al.
2011)
(Cotton et al.
2009)
baseline survey, introducing
sustainability, university teacher,
university curricula, exploratory
study and graduate attribute
statement
Summary of co-citation clusters for sustainability education

14. Towards a conceptualization of entrepreneurial-
oriented sustainability education
• The topic modeling summarized the research domains of
sustainability and entrepreneurship education around four
areas:
– educational focus,
– teaching learning approaches,
– cooperation with external partners and
– types of learning outcomes.

15. From an educational focus perspective
Elements from
Entrepreneurship education
Elements from
Sustainability education
Common themes
In terms of institutions
• enterprise education
• industry
• small enterprise
• NGOs
• planning school
• university
• mainstream business curriculum
In terms of target audience
• engineering students
• graduate entrepreneur
• graduate employability
• individual faculty
• ESD practitioner
• teacher training
• staff development
• undergraduate student
• female undergraduates/
• secondary school students
Domain of education
• institutional development
• public health
• entrepreneurial university
• academic sustainability program
• lifelong learning
• non-formal education
• university culture

16. From the perspective of teaching learning approaches in
entrepreneurship and sustainability education
Entrepreneurship education Sustainability education Common themes
Active learning approaches
• affective learning
• blended learning
• intercultural learning
• reflective learning
• interdisciplinary learning
• know why
• holistic
• active pedagogy
• new educational method
• outdoor education
• action learning
• action competence
• experiential learning
Real world-oriented
• vocational education
• role model
• project-based learning
• addressing issue
• authentic external experience
• establishing participatory approaches
• problem-solving skill
• problem-based learning
• service learning
• specific project
• real-world learning
opportunities
• extra-curricular

17. How to cooperate in teaching and learning
with external partnersEntrepreneurship education Sustainability education
Actors
• stakeholders
• technology business incubators
• university spin-outs
• campus sustainability initiative
• community partner
• grass-roots initiative
Practices
• peer assessment • collaborative research
• collaborative work
• capacity building
• environmental education in the community
• innovative interaction
Principles
• collaborative design
• academic dialogue
• civics
• citizenship
• participatory competencies
• participatory process

18. Specific themes
Entrepreneurship education Sustainability education
Innovation-design
• commercialization
• creativity
• design thinking
• innovation
• technology and
innovation
Individual skills promotion
• entrepreneur intentions
and motivation
• entrepreneurial drive
• entrepreneurial self-
efficacy
• entrepreneurial skills
• entrepreneurial attributes
• entrepreneurial
capabilities
• entrepreneurial culture
New venture creation
• entrepreneurial development
• entrepreneurial knowledge
• entrepreneurial learning
• entrepreneurial mindset
• family influence
• start-up
Entrepreneurship ecosystem
support
• incubation
• collective entrepreneurship
• institutional environment
• social entrepreneurship
• technological
entrepreneurship
• technology transfer
women entrepreneurs
Corporate/ organizational
aspects
• corporate social
responsibility
• corporate sustainability
• integrating leadership
• sustainability assessment
Individual skills
• eco-literacy module
• environmental values
• environmental attitudes
• environmental behavior
• environmental discipline
• sustainability skill
Sustainability literacy
• environmental education
• environmental knowledge
• environmental literacy
• sustainability competence
• environmental sensitivity
Sustainability theory
• environmental work
• sustainable development
• sustainability canon
• sustainability concept
• sustainable regeneration
• sustainable societies
• sustainable universities
• systemic change process
• UN SDG

20. Conclusion
• As entrepreneurship education gains momentum across higher
education institutions worldwide, it is key to critically think about
the contribution of entrepreneurship education in training the next
generation of entrepreneurs who create value for stakeholders and
the environment, not just shareholders (Freeman et al. 2010;
Bocken et al. 2016).
• New potential roles to entrepreneurs, such as those developing
solutions for sustainable development goals or tackling market
externalities.

21. Conclusion
• One may question the hitherto dominant perspective on
whether the field of entrepreneurship education is apt to
incorporate elements of sustainability as add-ons, and
instead argue that both fields can equally integrate elements
from each other to broaden the scope of the potential
sustainability and entrepreneurship skills to be gained by
students.
• Contribute to new educational programs combining
sustainability and entrepreneurship objectives.

22. Thank you
Roberto Rivas Hermann
roberto.r.hermann@nord.no
Marilia Bonzanini Bossle
marilia.bossle@viamao.ifrs.edu.br