Embedding place as a regenerative enterprise signature pedagogy- action learning insights at an emerging regional university

Purpose This article responds to growing calls for enterprise education to address concerns of environmental degradation and damage wrought to ecosystems and communities associated with extractive economic models. Framed by the philosophy of personalism we examine how place can serve as a signature pedagogy for regeneration enterprise education and explore how learning situated in place can influence enterprise capabilities shaped by regenerative principles. Design/methodology/approach This research utilises a qualitative, illustrative case approach and is informed by action learning principles where cycles of reflection and engagement/action create situated learning. The study is theoretically underpinned by place as a relational context-specific construct and signature pedagogy as a framework for understanding how teaching can shape enterprise capabilities in line with regenerative principles. Findings The results show that place-based practice utilised in our signature pedagogy framework encouraged and empowered students to explore real-world construction from the perspectives of place and human development through lenses of economic opportunities and socio-ecological impact. The research is supportive of employing action-based learning and reflective inquiry with student engagement, frequency and depth of reflection supportive of the pedagogical value of the framework. Research limitations/implications Answering recent calls for greater research into innovative approaches to enterprise curriculum development and pedagogy our proposed framework contributes to an evolving stream of research into the nature and role of signature pedagogies in enterprise education. Specifically, the framework breaks new ground in articulating how place can serve as regenerative signature pedagogy, specifically in entrepreneurship education. While the case study is located in the specific context of the construction industry, the richness of context possible from action learning suggests applicability of the framework into similar industries, and indeed into the general enterprise classroom. Practical implications For educators, our framework offers opportunities to engage their existing pedagogic practices with a theory-driven pathway supporting innovation of practices. The framework will support business faculty management curricula innovation. For policymakers and wider society, the framework positions regenerative enterprise pedagogy as offering enterprises opportunities to engage in regeneration and a navigational map of how interventions can succeed both for humans and wider ecological systems. Originality/value The research advances the literature by conceptualising place as a signature pedagogy in regenerative enterprise education. In doing this, the research answers calls to develop and embed regenerative enterprise as a credible alternative to extractive economic models.