Reflections from the 3E 2024 Conference: Embracing Playfulness in Entrepreneurship Education

Reflections from the 3E 2024 Conference: Embracing Playfulness in Entrepreneurship Education

This week, I had the privilege of attending the 3E 2024 Conference in Amsterdam. True to its innovative and non-traditional format, the conference provided a refreshing departure from conventional academic events. Instead of the typical PowerPoint presentations, we engaged in dynamic round table discussions, delving deep into the challenges and opportunities in entrepreneurship education (EE). As someone relatively new to this field, I found the experience both enlightening and thought-provoking. In this blog, I aim to share my thoughts from the conference and discuss some of the critical challenges facing academics and researchers within EE today.

The Semantics of Entrepreneurship Education

A recurring theme throughout the conference was the challenge of managing semantics. Sabrina Nagel underscored the challenge she faced in her research, where many educators and students viewed entrepreneurship primarily as 'establishing a business'. This narrow perspective hinders the broader understanding of entrepreneurship, which encompasses developing entrepreneurial competencies such as innovative thinking, problem-solving, curiosity, and creativity.

The conference highlighted the need to shift this mindset. Entrepreneurship education should not be confined to the framework of small business studies. Instead, it should be seen as a playground for developing a wide range of competencies that are valuable in various contexts. This broader perspective opens up numerous possibilities for learning experiences that go beyond the traditional business setup.

For instance, problem-based learning, design thinking workshops, and collaborative projects can all foster entrepreneurial skills without necessarily focusing on starting a business. By assisting educators to understand an expanded definition of entrepreneurship, they can create more inclusive and diverse learning environments that cater to different interests and aspirations.

Unlearning Traditional Models of Learning

Another significant challenge discussed at the conference is helping tertiary students 'unlearn' the traditional models of learning they have experienced throughout their schooling. Niek Ploegman and his colleague presented, through the experience of an Escape Room, their aim to turn entrepreneurial education on its head at Rotterdam University in 2025 to address this challenge. They shared that after years of operating in highly structured, traditional models of learning, students often struggle to break free from this mindset when they enter tertiary education. Learning experiences in high school settings focus heavily on assignments, grades and benchmarks that students must meet. These same students then find it challenging to embrace creativity and manage the uncertainty that is intrinsic to entrepreneurship at tertiary level. This 'unlearning' process is crucial for their success in entrepreneurial endeavours but also presents a significant challenge for tertiary educators.

The conference underscored the importance of creating learning environments that encourage experimentation, risk-taking, and creative problem-solving. This can be achieved through various pedagogical approaches, such as experiential learning and learning through play, where students engage in real-world projects and reflect on their experiences. By fostering a culture of exploration and innovation, educators can help students develop the entrepreneurial mindset needed to navigate complex and uncertain environments.

The Role of Play in Entrepreneurship Education

One of the most compelling themes of the conference was the idea that entrepreneurial education should occur consistently throughout a student's educational journey, starting from early childhood. Dr Trudie Murray concluded in her research that play, especially child-led play, emerged as a powerful tool for developing entrepreneurial competencies in the early years.

Children, when engaged in play, naturally exhibit traits such as creativity, curiosity, problem-solving, and risk-taking. However, these competencies often diminish as children progress through the school system. By the time they reach high school, the opportunities for exploration and creative risk-taking have largely disappeared. Instead, students are often subjected to a 'one-size-fits-all' assessment approach that prioritises compliance and rote learning over creativity and innovation.

The conference highlighted the frustration of educators working in early and primary years, who see the disappearance of these vital competencies as children advance in the school system. The solution proposed was clear: to support and extend child-led play for as long as possible in the school journey. By doing so, we can help preserve these entrepreneurial traits and better prepare students for the challenges of tertiary education and beyond.

Bridging the Gap Between Early Education and Tertiary Learning

To bridge the gap between early education and tertiary learning, we need to rethink our educational paradigms. This involves not only integrating play-based learning approaches at all levels of education but also fostering a continuous and seamless development of entrepreneurial skills.

One practical approach is to design curricula that incorporate elements of play, creativity, and innovation at every stage of education. For example, project-based learning in high schools can allow students to explore their interests, take risks, and learn from failures in a supportive environment. Similarly, universities can offer incubator programmes and innovation labs where students can work on real-world problems and develop entrepreneurial solutions.

The Challenge of Play Pedagogy in Tertiary Education

A particularly pertinent challenge discussed at the conference was the lack of understanding about the efficacy of learning through play among many in tertiary departments outside of teacher education faculties. Many participants at the conference were not necessarily trained as teachers, with many entering the tertiary education sector from backgrounds such as business. Consequently, they often lack a wider understanding of the substantial research supporting play as a powerful learning tool. This gap in knowledge means they seldom use play as a pedagogical approach with their students and fail to recognise its value throughout the school system for students of all ages.

Some of the research presented at the conference clearly showed that play can be a far superior mode of learning compared to traditional models. Play encourages exploration, fosters creativity, and enhances problem-solving abilities—all crucial for developing an entrepreneurial mindset. However, without awareness of this research, many tertiary educators might undervalue or even dismiss play as frivolous or unproductive. This gap in understanding can lead to missed opportunities for enriching the learning experience and developing the entrepreneurial competencies of students.

Bridging Knowledge and Skill Development Through Play

One often misunderstood tension in introducing play in learning scenarios is the perceived dichotomy between 'knowledge' and 'skill development.' Critics argue that child-led, skills-based learning lacks the depth of knowledge development traditionally delivered through structured education. However, this viewpoint is flawed. Effective experiential learning opportunities, which incorporate play, ensure that knowledge is delivered by the educator in a timely and meaningful manner. These opportunities provide real-life contexts for children to apply and deepen their understanding of concepts. It is not a matter of choosing one over the other; rather, integrating both knowledge and skill development through play creates a holistic and engaging learning environment. This approach supports the cultivation of entrepreneurial competencies by allowing students to learn and apply knowledge dynamically, fostering both intellectual and practical growth.

Advocating for Play Pedagogy

To bridge this gap, it is essential for those in entrepreneurship education to champion play pedagogy. This involves not only integrating play-based approaches into their own teaching but also promoting the benefits of these methods to colleagues and within the broader academic community. Workshops, seminars, and collaborative projects can serve as platforms to showcase the effectiveness of play in learning.

By championing play pedagogy, tertiary educators can help reshape educational paradigms to better prepare students for the entrepreneurial challenges they will face. This advocacy is particularly important in ensuring that play remains a valued component of education from early childhood through to higher education.

Implementing Play in Higher Education

In practical terms, implementing play in higher education can take various forms. Gamified learning, where educational content is delivered through game-like scenarios, can make learning more engaging and interactive. Role-playing exercises and simulations can provide students with hands-on experience in problem-solving and decision-making. Popular escape room type activities, problem-solving projects, social enterprise scenarios – these are all opportunities for students to engage in experiential, playful experiences that assist them to have a practice-run at being entrepreneurial, without real-world consequences.

Moreover, collaborative projects that encourage creativity and innovation can mirror the dynamics of entrepreneurial ventures. These projects allow students to experiment, take risks, and learn from failures in a supportive environment. By fostering a playful yet challenging learning environment, educators can help students develop the entrepreneurial mindset essential for success.

Promoting a Culture of Lifelong Learning

A key takeaway from the conference is the need to promote a culture of lifelong learning. Entrepreneurship is not a static field; it requires continuous adaptation and learning. Educators should instill in students the mindset that learning does not stop at graduation but is an ongoing process.

This can be achieved by encouraging students to pursue diverse learning experiences, seek out new challenges, and remain curious and open-minded. By fostering a love for learning and an entrepreneurial mindset, we can prepare students to navigate the complexities of the modern world and contribute meaningfully to society.

In Summary

The 3E 2024 Conference highlighted the evolving landscape of entrepreneurship education and the critical need to embrace innovative pedagogical approaches. The discussions underscored the importance of broadening our understanding of entrepreneurship, helping students unlearn traditional learning models, and recognising the value of play in fostering entrepreneurial competencies.

As educators and researchers, it is our responsibility to create learning environments that encourage creativity, innovation, and responsible risk-taking. By integrating play pedagogy into our teaching practices and advocating for its benefits, we can help nurture the entrepreneurial spirit in students from an early age through to tertiary education.

By embracing the insights gained from the 3E Conference and continuing to explore, experiment, and play, we can prepare our students not just to start businesses but to think creatively, solve problems, and drive positive change in the world.