Nurturing independence: Inspiring an entrepreneurial mindset to support ‘transitioning through’ undergraduate study.
Year: 2025
Type: article
Abstract: This paper explores the critical yet often overlooked transitioning that happens through an undergraduate degree and reflects on strategies to encourage ownership of the transformational opportunities embedded in students' undergraduate journey, whether those transformations are intellectual, cognitive, cultural or personal (Baker & Lattuca, 2010; White, 2024). The structure of undergraduate degrees has traditionally been dominated by disciplinary content that builds incrementally towards a disciplinary identity. Yet, there is a gap here, between the traditional learning structure of tertiary education, and what must be demonstrated to employers as workplace readiness (Ferrie & Scott, 2021). Entrepreneurial skills in particular, are expected to be developed beyond the classroom in volunteering or part-time work for example, and these opportunities are not equally available. The changing demands of the global labour market require a reassessment of how degrees prepare students to navigate their learning opportunities effectively (McAlpine et al, 2020). By the time students engage in dissertations (extended independent projects in their final year), they are expected to have transitioned from 'regurgitators of content' to problem solvers and project managers, both integral to an entrepreneurial mindset (Mantai & Marrone, 2022). In part then, the independent project aims to aid student transition to an ambiguous and uncertain future (Hillebrand & Leysinger, 2023). This paper reflects on planned courses for year two of a four-year degree designed to deliver critical skill development that significantly transform students' understanding of learning, from a conforming focus on content and disciplinary trajectories to one where students practice creativity and leadership (Kiley & Wisker, 2009). Linking with the literature regarding successful transition to employment, we present a holistic framework for understanding the transition through the undergraduate degree towards a more certain future as students learn to develop and identify their entrepreneurial skills.
DOI: 10.56433/1s98kz31
Authors: Joanna Edson Ferrie, Michael McEwan, Ashley Lewis-Cole, Maureen Bain
Institution: University of Glasgow
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4416931069
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