Entrepreneurial Education. Fred Verboon March 12, 2015

Transcription

1 Entrepreneurial Education Fred Verboon March 12, 2015

2 Fred Verboon 2010: Entrepreneur. Founder and owner of the Microsoft Innovation Center Nowadays: Director European School Heads Association Program manager Entrepreneurial Education initiatives OECD: research implementations of EE in Europe

3 Does anybody have experience with Entrepreneurial Education?

4 Definitions of Entrepreneurship Narrow: focus on entrepreneurship skills Implemented as optional business courses Teaching about entrepreneurship means a content-laden and theoretical approach aiming to give a general understanding. Broad: focus on attitude and behaviour Entrepreneurship Education as a way of teaching An often experiential approach where students go through an actual entrepreneurial learning process, integrated into other subjects in general education

5 Further definitions Stevenson and Jarillo (1990) define entrepreneurship as a process by which individuals - either on their own or inside organizations - pursue opportunities without regard to the resources they currently control Bruyat and Julien (2001) propose a definition incorporating the new value created, the environment within which it takes place, the entrepreneurial process itself and the links between these constructs over time. The EU focusses on the Ability to turn ideas into action. Creativity, innovation and risk-taking, ability to plan and manage projects in order to achieve objectives. Moberg and Stenberg, 2012: Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others Varying definitions of entrepreneurship and resulting variations in pedagogical approaches to entrepreneurial education

6 EE competences OECD Ethische pricipes en keuzes, duurzaamheidsvraagstukken, sociale verantwoor Competentiedomeinen Competenties Invulling Houding: Persoonlijkheid (ik ben) Zelfvertrouwen, nieuwsgierigheid, creativiteit, weerbaarheid Ambitie: (ik wil) Motivatie, doorzettingsvermogen, initiatiefrijk, Ondernemendheid: Ik kan en durf) Risico bereidheid, lef, omgaan met onzekerheid Onafhankelijkheid, droom willen realiseren, incasseringsvermogen Vaardigheden Interpersoonlijke vaardigheden: Communiceren, relaties leggen, luisteren integer handelen Leer/ontwikkelingsvaardigheden: Onderzoeken, relevante kennis verwerven en bijhouden Zelfreflectie, adaptief en responsief opereren Organisatorsiche vaardighden: Plannen en organiseren, prioriteiten stellen, doelen stellen Leiding geven en inspireren Analytische vaardigheden Situaties analyseren en interpreteren, evalueren en beoordelen Beslissen Kennis Kennis van ondernemen Algemene economische principes, inrichting samenleving Business planning: Financien, marketing en waardecreatie Inzicht in carrieremogelijkheden Inrichting hoger onderwijs en keuzevraagstukken Arbeidsmarktontwikkelingen Ik en mijn omgeving Persoonlijke situatie, eigenschappen, opvattingen en ambitie

7 When Start in early age with a wide definition of entrepreneurship relevant to and applied to all students, preferably in primary school. Higher up into the educational system: the more voluntary and business-focused it should be, applying a more narrow definition of entrepreneurship.

8 Why The economic perspective The mosts common reason: entrepreneurship is seen as a major engine for economic growth and job creation (Wong, 2005). Entrepreneurial education is also frequently seen as a response to the increasingly globalized, uncertain and complex world we live in, requiring all people and organizations in society to be increasingly equipped with entrepreneurial competencies (Gibb, 2002)

9 Why The education s perspective Achieve more interest, joy, engagement and creativity among students (Johannisson, 2010, Lackéus, 2013). Increased motivation and school engagement and alleviating problems of student boredom and dropout (Deuchar, 2007, Surlemont, 2007, Mahieu, 2006, Nakkula et al., 2004). This is however a very unusual approach so far in practice

10 The effects of EE Individual level Organizational level Societal level References Job creation More individuals are needed that are willing and capable to create job growth Growing organizations create more jobs Entrepreneurship and innovation are primary paths to growth and job creation (Jones and Iredale, 2010, Hindle, 2007, Kuratko, 2005, Volkmann et al., 2009) Economic success Entrepreneurship can give inidividuals economic success Organizational renewal is fundamental to every firm s long-term success Renewal processes are fundamental to the vitality of economies (Kuratko, 2005, O'Connor, 2008, Volkmann et al., 2009, Gorman et al., 1997) Globalization, innovation and renewal People need entrepreneurial skills and abilities to thrive in an ever-changing world Entrepreneurial firms play a crucial role in changing market structures A deregulated and flexible market requires people with higher-level general skills (Henry et al., 2005, Jones and Iredale, 2010, Kuratko, 2005, Hytti and O Gorman, 2004) Joy, engagement, creativity Creation / value creation / creativity is a main source of joy and pride for people Employee creativity and joy is essential for the performance of new and existing organizations Economic wealth of nations correlates with happiness of its citizens (Amabile and Khaire, 2008, Amabile and Kramer, 2011, Goss, 2005, Diener and Suh, 2003) Societal challenges People can make a difference to society, and marginalized people can achieve economic success Corporations can collaborate with small social entrepreneurship initiatives to create social value Social entrepreneurship addresses problems in society that the market economy has failed to address (Volkmann et al., 2009, Kuratko, 2005, Seelos and Mair, 2005, Austin et al., 2006, Rae, 2010)

11 Entrepreneurial Education in Europe Due to the economics recession, the EC and many countries have implemented Entrepreneurial Education strategies. The OECD researches ways to implement this vision Call for best practices resulted in: 120 Best practices identified Great variety of implementations Some with a pedagogical embedding, some project implementations

12 Entrepreneurial Education: defined Broad definition: Learners take ownership of their own learning - Learning goals are set - Define and negotiate activities: individual learning paths. Narrow definition: Offer business courses: marketing, finances, management, sales, etc

13 Pedagogical chnage Implementations III Small implementations High level of pedagogical change Best practices IV Large implementations High level of pedagogical change I Small implementations Low level of pedagogical change 0 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% II Large implementations Low level of pedagogical change Number of students

14 Pedagogical change OECD Implementations overview Best practices III IV I II 0 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Number of students

15 Implementations The strong emphasis on economic success and job creation has indeed propelled entrepreneurial education to a prominent position on higher education level, but not as an integrated pedagogical approach for all students on all levels. So far primary focus has been on elective courses and programs for a few secondary education schools ignoring counter-arguments

16 How There is no real guide for implementing EE. 1: Look for current initiatives: Jong Ondernemen 80/20 Entreprenasium 2: take a quality management approach

17 The quality management approach

18 What would you like to know? Need any help?