Entrepreneurship Education and Pedagogy— Entrepreneurship Education and Generative AI

CALL FOR PAPERS SPECIAL ISSUE ON
Entrepreneurship Education and Generative Artificial Intelligence (genAI)

Special Issue Editors 
Christoph Winkler, Iona University, USA (cwinkler@iona.edu)
Basel Hammoda, Tallinn University of Technology, Estonia
Erik Noyes, Babson College, USA
Joseph Fox, The University of Akron, USA
Doan Winkel, John Carroll University, USA

This special issue aims to comprehensively explore the dynamic and evolving landscape of artificial intelligence (AI) in entrepreneurship education. In the summer of 2023, Entrepreneurship Education and Pedagogy (EE&P) published an editorial titled, Entrepreneurship Education at the Dawn of Generative Artificial Intelligence (Winkler, Hammoda, Noyes, & van Gelderen, 2023) in response to the shifting educational landscape due to the emergence of generative artificial intelligence (genAI) and its rapid proliferation across the entrepreneurship education landscape. The editorial invited "the larger entrepreneurship education community to innovate, experiment, and learn to advance our theoretical and practical understanding of generative AI's present and future impact on our field" (p. 581). The editorial did not intend to present answers to an emerging phenomenon at the time. Instead, it offered a contextual framework on how the genAI landscape will shape the field of entrepreneurship education research and practice. 

The rapid proliferation of genAI has prompted critical inquiry into its effects on business and education at large (Mollick, 2024), with particular attention to its emerging role in entrepreneurship and management education (Adeshola & Adepoju, 2023; Ratten & Jones, 2023). Recent models seek to identify the roles and dynamics emerging in learning environments shaped by AI. These models converge on emphasizing the dynamic and evolving triadic relationship between the educator, the AI, and the student (e.g., Fox et al., 2024; Hwang et al., 2020; Miao & Shiohira, 2024; Rudolph et al., 2023). They also maintain human agency and oversight, ensuring that educators and students, rather than AI, remain in control (Miao & Shiohira, 2024; Larson et al., 2024).

Scholarly discourse suggests that GenAI has the potential to enhance entrepreneurship education in multiple ways. For students, it can experientially train them to cope with risk and uncertainty, reduce knowledge asymmetry, estimate financial projections, assist with market and external environment analysis, inform team dynamics and equity allocation, explore opportunities, develop new ideas and models, and prepare presentations and communication artifacts (e.g., Hammoda, 2024; Levesque et al., 2022; Obschonka & Audretsch, 2020; Raisch & Fomina, 2023; Short & Short, 2023; Townsend et al., 2024). 

Almost two years after EE&P published its genAI editorial (Winkler et al., 2023), we would like to follow up and invite entrepreneurship scholars and educators to share their work as part of a special issue to "advance our field through rigorous research and impactful learning innovations" (p. 581). We, therefore, share with you with the questions initially presented in the editorial to guide this work (see below). It should be noted that this list is not exhaustive, and we encourage submissions that highlight, investigate, advance, challenge, position, examine, etc., the impact of genAI on the field of entrepreneurship education research and practice. We are particularly interested in novel and theoretically grounded insights that seek to contribute to this conversation from a multi- disciplinary perspective (e.g., psychology, sociology, ethics, philosophy), as well as groundbreaking and replicable learning innovations.

General questions

1. How are emergent generative AI tools supporting and challenging past and present teaching paradigms in entrepreneurship education, including the role of the educator and the student?
2. How can generative AI support the work of entrepreneurship educators in the preparation, delivery, and assessment of entrepreneurship courses?
3. How will generative AI impact entrepreneurial learning in informal settings?
4. How does the use of generative AI in entrepreneurship education compare to traditional teaching methods in terms of effectiveness and efficiency?
5. How will entrepreneurship education (re-)prioritize students' skills when leveraging this new teaching paradigm across different educational levels?
6. Do generative AI tools independently generate novelty (in terms of entrepreneurship, education, and/or research), or does it merely regurgitate – or something in between ("regurgenerate", Junglas & Rehm, 2023)?
7. How can entrepreneurship educators stay abreast of rapidly evolving developments in generative AI and AI more generally?

Best practices and applications

8. How can entrepreneurship educators leverage generative AI to design powerful, new learning experiences for students?
9. How can entrepreneurship educators use generative AI to provide learning experiences specific to individual learners or particular groups of learners (e.g., neurodiverse)?
10. What skills, resources, and capabilities are needed to handle generative AI in the context of entrepreneurship education?
11. How can we assess the effectiveness of generative AI tools in terms of student learning and performance processes?
12. How can generative AI technologies be utilized to foster the engagement of entrepreneurship students in online, offline, and hybrid learning environments?
13. How might generative AI in educational settings augment human creativity and group creativity in the context of entrepreneurial value creation?
14. How can generative AI support the development and refinement of entrepreneurial ideas in entrepreneurship courses and programs through rapid prototyping and testing?
15. What theoretical frameworks and practical tools can help to address and mitigate risks associated with misuse, plagiarism, and distortion in AI-enhanced entrepreneurship education?
16. How to prevent the use of AI tools from limiting the development and application of entrepreneurship students' creativity, independent thinking and language expression skills?
17. How can entrepreneurship educators prevent the use of AI tools for creating unproductive or destructive forms of entrepreneurship?

Drivers and policies

18. What are the drivers of generative AI adoption for innovation (economic, technological, and social) and education?
19. What programmatic and course policies promote the innovative and ethical use of AI in entrepreneurship education?
20. What frameworks can guide experimentation with generative AI in entrepreneurship education?

Accountability, bias, diversity and inclusion, privacy and security,

21. What ethical questions does the application of generative AI to entrepreneurship and entrepreneurship education raise?
22. What are the theoretical considerations around the ethical use, accountability, and potential bias of generative AI in entrepreneurship education?
23. How can we ensure that systemic bias and inequities will not be further perpetuated with the application of AI in entrepreneurship education?
24. How can AI potentially support more equitable entrepreneurship education?
25. Will generative AI "democratize" entrepreneurship education and its availability, or will it heighten inequality and access to technology?
26. What (theoretical) approaches can be used to ensure AI promotes diversity, equity and inclusion in entrepreneurship education?
27. What theory and practical measures can guide the development of robust measures to protect student data privacy and security in AI-integrated entrepreneurship education?

Submission Process and Deadlines:

Submissions are to be made directly to the journal at https://mc.manuscriptcentral.com/eex. Please select the appropriate special issue when submitting your article. In your cover letter, indicate whether your submission should be considered under the "research" or "learning innovations" track of the special issue. Manuscripts will be reviewed according to the EEP double-blind review process, and submissions should be prepared using the EEP Manuscript Submission Guidelines: https://www-sagepub-com.proxy.library.ju.se/docs/default-source/msg/eex

REFERENCES

Adeshola, I., & Adepoju, A. P. (2024). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 32(10), 6159-6172

Obschonka, M., & Audretsch, D. B. (2020). Artificial intelligence and big data in entrepreneurship: a new era has begun. Small Business Economics, 55, 529-539.

Fox, J. D., Pittaway, L., & Uzuegbunam, I. (2024). Artificial Intelligence as a Dynamic Copilot in Entrepreneurship Education. Entrepreneurship Education and Pedagogy, 8(2), 329-344. https://doi-org.proxy.library.ju.se/10.1177/25151274241256307

Hammoda, B. (2024). ChatGPT for Founding Teams: An Entrepreneurial Pedagogical Innovation. International Journal of Technology in Education, 7(1), 154-173.

Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 100001.

Larson, B. Z., Moser, C., Caza, A., Muehlfeld, K., & Colombo, L. A. (2024). Critical thinking in the age of generative AI. Academy of Management Learning & Education, 23(3), 373-378.

Lévesque, Moren, Martin Obschonka, and Satish Nambisan. "Pursuing impactful entrepreneurship research using artificial intelligence." Entrepreneurship Theory and Practice 46.4 (2022): 803-832.

Miao, F., & Shiohira, K. (2024). AI competency framework for students. UNESCO Publishing. Mollick, E. (2024). Co-intelligence: Living and working with AI. Penguin.

Raisch, S., & Fomina, K. (2023). Combining human and artificial intelligence: Hybrid problem- solving in organizations. Academy of Management Review, 48(1), 1–23.

Ratten, V., & Jones, P. (2023). Generative artificial intelligence (ChatGPT): Implications for management educators. The International Journal of Management Education, 21(3), 100857.

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?. Journal of applied learning and teaching, 6(1), 342-363.

Short, C. E., & Short, J. C. (2023). The artificially intelligent entrepreneur: ChatGPT, prompt engineering, and entrepreneurial rhetoric creation. Journal of Business Venturing Insights, 19, e00388.

Townsend, D. M., Hunt, R. A., Rady, J., Manocha, P., & Jin, J. H. (2023). Are the futures computable? Knightian uncertainty and artificial intelligence. Academy of Management Review.

Winkler, C., Hammoda, B., Noyes, E., & Van Gelderen, M. (2023). Entrepreneurship Education at the Dawn of Generative Artificial Intelligence. Entrepreneurship Education and Pedagogy, 6(4), 579-589. https://doi-org.proxy.library.ju.se/10.1177/25151274231198799