Applying variation theory in entrepreneurship education

Purpose The paper explores the application of variation theory (VT) in entrepreneurship education (EE). A series of workshop sessions was conducted with four (4) entrepreneurship teachers to analyse how they collaboratively identified the object of learning (OL) and the critical aspects of being entrepreneurial, while examining how VT was used to guide the research lesson design. Design/methodology/approach The study adopts a case-study approach situated within a Learning Study-informed professional development (PD) context. Phenomenographic analysis was used to identify different ways that teachers experience the phenomenon of “being entrepreneurial”. Thematic analysis of teachers' discussions during the workshops was used to capture how VT was applied. Findings Four conceptions of being entrepreneurial were found: (1) starting or running a business, (2) value creation from problem-solving, (3) value creation from strategic experimentationand (4) value creation in the ethical and societal dimension. The application of VT in EE may be contingent upon teachers’ prior conceptions of entrepreneurship. Challenges were identified in applying VT beyond a surface level. Research limitations/implications The study was conducted over a short 5-week period. Future explorations can include multiple cycles of research lessons to provide insights on how teachers can deepen their application of VT in EE. Originality/value This paper contributes a novel perspective and considerations for applying VT as a framework in EE. The importance of teachers’ conceptions was highlighted.