CONTENTS

MASMED, UiTM SHAH ALAM©2018

All rights reserved. No part of this publication may
system or transmitted in any form or by any m
recording or otherwise; without prior permission in
MASMED, Universiti Teknologi MARA.

ISBN : 978-967-16212-0-2

Perpustakaan Negara Malaysia Catalog

Publisher:
Malaysian Academy of SME & Entrepreneurship D
Universiti Teknologi MARA
40450 Shah Alam,
Selangor Darul Ehsan,
Malaysia.
E-mail: masmed@uitm.edu.my

Printed in Malaysia by :
Kidz Studios Venture
Shah Alam, Selangor, MALAYSIA

y be reproduced, copied, stored in any retrieval
means; electronic, mechanical, photocopying,
n writing from the Assistant Vice Chancellor of

guing-in-Publication Data

Development (MASMED)

ACKNOWLEDGEMENTS

We wish to sincerely acknowledge Pro
Wahab who have contributed significa
to embed entrepreneurship in teachi
constructive comments have made thi

Our gratitude also goes to hundreds
private universities, Polytechnics and
attended our entrepreneurship embed
and feedback during the training progr

Finally to our friends, colleagues and f
Entrepreneurship Development (MASM
your contributions in making this book

ofessor Dr Razmi Chik and Professor Dr Ismail Ab
antly in the development of this canvas as a tool
ing and learning. Their continuous support and
is mini book possible.

s of educators from various public universities,
d Community Colleges in Malaysia, who have
dding training series. Their active participations
ramme helped to shape our ideas better.

fellow staff of the Malaysian Academy of SME &
MED), Universiti Teknologi MARA, we appreciate
k possible.

CONTENTS

Acknowledgements .....................................
Introduction .....................................................
Innovation in Teaching and Learning
The Entrepreneurship Embedding Ca
EEC As A Planning Tool ............................
Where Do You Start ? .................................
Block 1: Entrepreneurial Learning ......
Block 2: Learning Outcome ....................
Block 3: Pedagogical Approach ............
Block 4: Activities .........................................
Block 5: Educator’s Roles ........................
Block 6: Learner’s Roles ...........................
EEC Steps, Guide Notes and Sample

.............................................................................................................. 2
.............................................................................................................. 4
............................................................................................................. 6
anvas ................................................................................................10
..............................................................................................................12
..............................................................................................................16
............................................................................................................. 22
............................................................................................................. 26
............................................................................................................. 30
............................................................................................................. 32
............................................................................................................. 34
............................................................................................................. 36
............................................................................................................ 38

INTROD

DUCTION

Entrepreneurship as a domain of study h
educators as well as practitioners. Learning to be e
to become successful entrepreneurs but also ta
catalysts. Many successful individuals are often fo
counterparts or peers. A famous musician and a
persistent and opportunity oriented people; althou
qualities of entrepreneurial individuals. Being proac
and less risk averse are common qualities of entrep

Teaching entrepreneurship however is an ex
challenge. Most likely, educators would experiment
best and effective formula.

This little book is a proposition on a method
competencies among learners. It is a tool to guid
target specific improvement on learners’ entrepren

THE ENTREPRENEURSHIP EMBEDDING CANVAS

has gained remarkable attention from scholars,
entrepreneurial is not confined to those who aspire
argeted to leaders and community development
ound to be more entrepreneurial than their fellow
an avid mountain climber are both hard working,
ugh they are not entrepreneurs, they possess the
ctive, opportunity oriented, creative and innovative,
preneurial individuals.

xploration that many educators would regard as a
t teaching methods and or approaches to find their

to be used in inculcating entrepreneurial traits and
de educators to deliberately plan their courses to
neurship beliefs, values, attitudes or competencies.

5

INNO
TEAC
LEAR

OVATION IN
CHING AND
RNING

Imagine you are teaching a p
subject.

You wish you can inculcate a
among your students.
You wish you can make a dif
inculcating certain values.
You wish you can motivate th
subject matter.

THE ENTREPRENEURSHIP EMBEDDING CANVAS

pure science or mathematic
additional values or attributes
fference in their life by
hem to discover beyond your

7

THE ENTREPRENEURSHIP EMBEDDING CANVAS

8



Generally, an individual seeks education as a
market nowadays requires job seekers to not only ha
importantly ‘the right’ combination of soft skills and
realize that their roles have grown beyond teaching a
syllabus. We presume that their roles have expande
discover and develop their entrepreneurial qualities a
in any classroom is primarily the responsibilities of
innovative ways to develop their learners’ entreprene
entrepreneurship embedding initiatives. Embeddi
requires almost no interruption to the course con
entrepreneurship embedding can be done in almos
pure science, applied sciences, arts, health sciences

THE ENTREPRENEURSHIP EMBEDDING CANVAS

preparation for future career. The dynamic of job
ave reasonably good paper qualifications but more
d personal qualities. Hence, good educators would
a particular course according to the recommended
ed to facilitating and coaching to allow learners to
as well. The effectiveness of teaching and learning
f the educators. Educators have to think of more
eurial qualities. We suggest doing this through the
ing entrepreneurship in teaching and learning
ntent or predetermined syllabus. The concept of
st any types of courses; technical, non-technical,
or any hybrid courses.

9

THE
ENTR
EMBE

REPRENEURSHIP
EDDING CANVAS

The Entrepreneurship Embedding Canvas (EEC)
to plan on how to gradually embed entrepreneurial
process of teaching and learning. EEC was devel
properly embed the entrepreneurial traits and c
disciplines of study. It is an adaptation of finding
Universiti Teknologi MARA (UiTM), the pedagog
education by Gibb and Price (2007) and the Modern

The EEC was experimented in higher learning
very positive outcomes. It serves as a guide for e
learning plan; specifically on how to effectively emb
competencies among the learners. It is administere
approaches with specified roles of both learners an

The EEC integrates three essential elements na
and pedagogical approaches. These three key elem
educators but also synthesized with appropriate tea
into consideration the roles to be played by both lea
the desired entrepreneurial learning outcomes.

THE ENTREPRENEURSHIP EMBEDDING CANVAS

is a teaching and learning tool that helps educators
traits and competencies among the learners in the
loped as a planning instrument for educators to
competencies among the learners from various
gs from the empirical research conducted by the
gical approaches for teaching entrepreneurship
n Learning Canvas.

g institutions in Malaysia and the results indicated
educators to have a very purposeful teaching and
bed the entrepreneurial attributes, values, traits and
ed through activities using appropriate pedagogical
nd educators.

amely entrepreneurial learning, learning outcomes,
ments should not only be well comprehended by the

aching and learning activities. Do not forget to take
arners and educators in order to effectively achieve

11

EEC A
PLAN

AS A
NNING TOOL

The 6 blocks of the EEC:

1 Entrepreneurial Lea
2 Learning Outcomes
3 Pedagogical Approa
4 Teaching and Learn
5 Educator’s Roles
6 Learner’s Roles

THE ENTREPRENEURSHIP EMBEDDING CANVAS

arning
s
aches
ning Activities

13

THE ENTREPRENEURSHIP EMBEDDING CANVAS

14



LEARRONLEESR'S TEACHAINCTGIV&I
(LR) (TLA

ENTREPRE
LEARN
(EL

LEARNING OUTCOME(S)
(LO)

ITLIEEASRNING THE ENTREPRENEURSHIP EMBEDDING CANVAS
A)
EDURCOALTEOSR'S
ENEURIAL (ER)
NING
L)

PEDAGOGICAL APPROACH
(PA)

15

WHE
STAR

ERE DO YOU
RT?

To start embedding, simply follow our 1-2-3 st
teaching and l

1 SELECT THE COURSE O

PRIORITIZE
CONTENT O
OR SUBJEC

3 USE THE EEC TO P
ENTREPRE
EMBEDDING

THE ENTREPRENEURSHIP EMBEDDING CANVAS

teps to create a more interesting and fulfilling
learning of any subjects that you are teaching.

OR SUBJECT

E AND CATEGORIZE THE

2OF THE CHOSEN COURSE

CT

PLAN YOUR
ENEURSHIP
G MISSION.

17

1. SELECT THE COURSE OR S

The em
consciou
educato
in mind
just teac
subject.

SUBJECT

mbedding initiatives are
usly done by the
ors with a clear objective
that is to do more than
ching the syllabus of the

2. PRIORITIZE AND CATEGOR
CHOSEN COURSE OR SUB

Must Good Ni
Know to Know to Kn

Subject Domain General
Knowledge Knowledg

Crucial Important Comm
Expertise Expertise Expe

The purpose of categorizing the con
to identify which content is suitable f
planned activities. Which content stu
can learn through discovery and
content must be taught by the educa

THE ENTREPRENEURSHIP EMBEDDING CANVAS

RIZE THE CONTENT OF THE
BJECT

ice
now

ge

mon
ertise

ntent is
for the
udents
which
ator?

19

THE ENTREPRENEURSHIP EMBEDDING CANVAS

3. USE THE EEC TO PLAN YO
EMBEDDING MISSION.

Use EEC as a planning too
Deliberately develop specific
traits and behaviours amon
through the embedding tech

20

OUR ENTREPRENEURSHIP

ol.
c attributes and values or
ng students in your class
hnique.

10%
20%
40%

THE ENTREPRENEURSHIP EMBEDDING CANVAS

21

block 1

ENTREPRENE

EURIAL LEARNING

EEC starts with identification of entrepreneuria
are critical to be imparted to students based on
their interaction with the students. Educators
block by taking into account the learners’ defic
behaviour. The entrepreneurial learning used in
(2007).

01 Common en

WHAT TO 02 Entrepr
EMBED? 03 Empat
04 Entrepr
05 Motivatio

THE ENTREPRENEURSHIP EMBEDDING CANVAS

al learning (EL) of which the educators believed
n observations made by educators throughout
select the entrepreneurial learning for the EL
ciency in the aspects of knowledge, skills and
n the EL block is adapted from Gibb and Price

ntrepreneurship competencies
reneurial behaviours, skills and attitudes
thy with the life-world of the entrepreneur

reneurial values
on towards entrepreneurial career

23

THE ENTREPRENEURSHIP EMBEDDING CANVAS

Do you int
improve t

Entrepreneuria
Entrepreneuria
Entrepreneuria
Entrepreneuria
Entrepreneuria

24

tend to
their:

al behaviour?
al attitudes?
al skills?
al values?
al attributes or characteristics?

Do you want to create empathy towar

Do you want to motivate them toward

Do you intend to inculcate common en

Do you intend to improve know-how i

Identify the Entrepreneurial Learning pu
Examples:

• To address specific weaknesses of t
• To develop certain competencies or
• To inculcate interest towards entrep
• To motivate towards entrepreneuria

THE ENTREPRENEURSHIP EMBEDDING CANVAS

rds the entrepreneurs way of life?
ds entrepreneurship as a career choice?
ntrepreneurial competencies or traits?
in setting up a business venture?

urpose(s).

the learners
traits
preneurship
al career

25