Title of PhD thesis:
Unleashing Potential: Rethinking Entrepreneurship Education for Students with ADHD
Title of trial lecture:
How can teachers promote inclusivity in their EE teaching, and why does it work?
Trial lecture: kl 10.00
Public defence: kl. 12.00
Assessment committee:
Professor Ulla Hytti, University of Turku, Finland
Researcher (ph.d.) Martin Lackéus, Chalmers University of Technology, Sweden
Professor Roger Sørheim, NTNU/professor II, Nord University Business School (coordinator)
Supervisors:
Main supervisor: Professor Johan Wiklund, Syracuse University (USA)/professor II, Nord University Business School
Co-supervisor: Professor Einar Rasmussen, Nord University Business School
The trial lecture and defense are open to all interested attendees. The dissertation is available upon request by contacting Grete Knudsen, email: grete.i.knudsen@nord.no, Tel. +47 75 51 76 77.
Keywords from the Dissertation:
Entrepreneurship education is increasingly recognized for its potential to foster innovation and development among diverse student groups. At the same time, higher education is still poorly adapted to students who learn and think differently, such as students with ADHD. Despite research showing a strong link between ADHD traits and entrepreneurial skills, students with ADHD often face significant challenges in higher education and have a higher risk of dropping out. Meanwhile, studies show that entrepreneurs with ADHD who complete higher education often perform better than entrepreneurs without ADHD. This paradox highlights the need for a more inclusive and flexible approach to entrepreneurship education—an approach that not only addresses challenges but also builds on students' strengths.
The dissertation investigates how entrepreneurship education can be designed or adapted to better support students with ADHD. It is based on a four-round Delphi study with an expert panel consisting of students, entrepreneurs, educators, researchers, and clinicians with experience in ADHD and entrepreneurship. The findings are presented in three articles that explore the need for adaptation, the balance between structure and flexibility in teaching, and the development of a model for inclusive education.
Among the main findings is the development of the concept of Flexible Structure—a pedagogical approach that combines clear frameworks with individual adaptation. The dissertation demonstrates that entrepreneurship education can provide an excellent learning environment for students with ADHD, provided that the teaching builds on students' cognitive strengths through flexible learning designs, practice-based learning, and alternative forms of assessment. The dissertation suggests that higher education in general should move away from a focus on compensatory measures and instead develop systemic solutions that actively recognize and build on neurodiversity as a resource.
