Enterprise Education in Pharmacy Schools: Experiential Learning in Institutionally Constrained Contexts

Purpose: This paper investigates implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the United Kingdom (UK) Higher Education Institutions (HEIs).

Design/methodology/approach: The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics.

Findings: The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks.

Research limitations/implications: The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalizability of results, yet also offer deeper sector-specific insight into EE.

Practical implications: Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context.

Originality/value: The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.