Purpose

    Educators are increasingly required to
develop creativity and entrepreneurial capabilities amongst students, yet
within the fields of entrepreneurship and innovation these are presented as
separate processes. We explore the theoretical and conceptual similarities and
differences between these processes, and relate this to a range of experiential
and digitally enhanced learning activities in formal education settings.

    Methodology/approach

    We present a conceptual model of the
iterative nature of creativity and entrepreneurship as separate cognitive and
social processes leading to aesthetic or sense-making outcomes. This leads to a
discussion of how these processes may be experienced by students within an
educational setting.

    Findings

    We propose a framework of learning
activities which support the development of creativity through teaching
entrepreneurially, at primary, secondary, and tertiary education levels. A
range of different approaches is critically evaluated according to their
relevance, including business planning, simulations, roleplay, co-creation, and
flashmobs. Flashmobs are proposed to be most suitable and an outline learning
activity design is mapped in detail against creative and entrepreneurial
processes.

    Research and Practical implications

    This chapter supports educational practice
and research on learning through entrepreneurship in allowing educators and
researchers to evaluate how learning activities may directly contribute to
students’ learning through experience and the development of their creative and
entrepreneurial mind-set.

    Originality/value

     This chapter is of value to educators as it
explains how creative and entrepreneurial processes may be experienced by
students through different forms of learning activity. It is of further value
to research on entrepreneurial learning in considering how the creative process
may inform entrepreneurial action.