Value creation pedagogy in higher education: Twelve cases from engineering, healthcare, pedagogy, business, humanities and natural science

Value Creation Pedagogy (VCP) has been positioned as a “primary
pedagogy” in entrepreneurial education. However, most studies of VCP have
been conducted on primary and secondary education levels, as well as on
student experiences, leaving important gaps in literature on teacher
perspectives on VCP in HE. This study aims to remedy these gaps by
exploring what happens in practice when teachers in twelve different cases
let their students create value for others as formal part of a HE course or
programme. Interviews uncovered strong engagement among teachers and
students but also numerous challenges that impact feasibility and
organisation of VCP. VCP requires teachers to engage in a multi-year,
iterative and challenging development journey. Students need more
emotional support than in regular courses. It was evident that little is known
about VCP as practice in HE, triggering many new questions. Teachers need
to be provided more support through active communities of VCP practice,
supporting models, assessment techniques, and possibly also additional
funding. This is the first multiple case study of VCP in HE.