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Entrepreneurship in Teacher Education - Conceptualization, Design & Learning outcomes
Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation.ORCID iD: 0000-0002-0164-5914
Luleå University of Technology, Sweden.
2016 (English)In: RENT XXX, Antwerpen, Belgium, 18-19 November, 2016, 2016Conference paper, Abstract (Refereed)
Abstract [en]

Objectives: Currently some novel initiatives in Sweden aim to introduce entrepreneurship broadly in teacher education programs. The purpose of this paper is to shed light on one of these early attempts. Specifically we will answer the following research questions: How is entrepreneurship conceptualized in teacher education programs? How is the education designed in terms of pedagogy and didactics? What are the main learning outcomes that the education strives for?

Literature review: The broadening of the entrepreneurship concept where entrepreneurship is conceptualized as a general method for human development (Sarasvathy & Venkataraman, 2011) as well as the proposition by Hannon (2013) that entrepreneurism is the development of a set of individual behaviors, skills and attitudes can be applied in many societal contexts, has provided openings to work with entrepreneurship in teacher education. However in relation to entrepreneurship education we still lack knowledge on key educational and didactical issues, in terms of for instance the nature and impact of our activities (Fayolle, 2013) and in relation to teacher education programs this knowledge is even more scarce.

Approach: In this mainly qualitative case study of a Swedish teacher education entrepreneurship module we apply interviews and surveys of both teachers and students to collect our empirical material. Our starting point is that entrepreneurship education activities in this setting needs to be underpinned by thoughts on theoretical concepts and practices from both entrepreneurship and learning theories. We use Fayolle and Gaillys (2008) teaching model framework as an analytic lens to help provide necessary understanding in relation to our pedagogical and didactical questions.

Results: The results show how entrepreneurship education in teacher education is riddled with tensions relating to overall mission, target groups, pedagogy, content and assessments. However, there seem to be viable paths forward that might mitigate these tensions and provide a better opportunity for entrepreneurship education within the realm of teacher education.

Implications and Value: First and foremost, we add to the knowledge about how entrepreneurship is introduced in teacher education programs, helping both researchers and practitioners understand the conceptualization, design in terms of pedagogy and didactic, as well as main learning outcomes. By using and building on Fayolle and Gailly’s (2008) theoretical teaching model framework, we provide structured empirical perspectives and knowledge aggregation on pedagogy and didactic in entrepreneurship education. As such we contribute to the knowledge about how entrepreneurship education is operationalized and perceived in a special case of non-business context, from both a teacher and student perspective.

Place, publisher, year, edition, pages
2016.
Keyword [en]
entrepreneurship education, entrepreneurship, teacher education, entrepreneurial learning, qualitative
National Category
Social Sciences Economics and Business
Research subject
Innovation and Design
Identifiers
URN: urn:nbn:se:mdh:diva-35231OAI: oai:DiVA.org:mdh-35231DiVA: diva2:1090176
Conference
RENT XXX "Innovation, Relational Networks, Technology and Knowledge Transfer as Drivers of Global Competitiveness"
Available from: 2017-04-23 Created: 2017-04-23 Last updated: 2017-05-17Bibliographically approved
In thesis
1. Entrepreneurship in a School Setting: Introducing a Business Concept in a Public Context
Open this publication in new window or tab >>Entrepreneurship in a School Setting: Introducing a Business Concept in a Public Context
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Entrepreneurship has during the last decades gained an immense interest in academia, politics and practice. It is argued from politics that more entrepreneurs are necessary for the economic development. In addition, nowadays entrepreneurship is also perceived as a solution to social and societal challenges. This drives a need for entrepreneurial people everywhere in society who can cope with the inconstant and uncertain world of today. As a consequence, there are around the world numerous educational initiatives trying to inspire and fuel an entrepreneurial mind-set. Here, educations of all kind become relevant contexts since they provide an opportunity to affect children, youth’s and adult’s interest and attitudes towards entrepreneurship, and as such give a possibility to reach a vast number of people.

Sweden is no exception, and in 2009 the Swedish Government launched a ‘Strategy for entrepreneurship in the field of education’ in which entrepreneurship is said to run like a common thread throughout education. The main focus is that self-employment is to become as natural as being an employee. As such the Government took an active stand for implementing entrepreneurship in the school setting on a broad front, from preschool to adult education.

This development can be seen as part of New Public Management; a development where concepts from the private sector are lent and transferred to the public sector. Thus, when introducing entrepreneurship in the Swedish educational system, this at the same time means introducing a traditional business concept in a public setting. Therefore, the overall aim of this thesis is to increase knowledge of and insights on how a business concept – entrepreneurship – is operationalised and constructed in a public setting.

When placing entrepreneurship in new societal contexts other questions arise and complexity intensifies. In this qualitative research, the empirical context in focus are schools. It investigates how entrepreneurship is constructed among teachers in their work. But also how this business concept is included in a non-business setting by studying how the entrepreneurship strategy is operationalised in educational practice.

As such the thesis and its findings contribute to the scientific discussions on societal entrepreneurship and entrepreneurship education, as well as on strategy and strategising in a public context. The research also aspire to serve inspiration, insights and food for thoughts on discussions and reflections on entrepreneurship within the school practice. 

This compilation thesis include five papers. To be able to fulfil the aim this research use a broad theoretical base and multiple qualitative research methods. The combination of methods include semi-structured interviews, in-depth interview using the stimulated recall method, focus group interviews, participative meetings, observations, document studies, digital questionnaires, written inquiries, analysing texts and critical incidents questionnaires.

Place, publisher, year, edition, pages
Eskilstuna: Mälardalen University, 2017
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 227
National Category
Social Sciences Economics and Business
Research subject
Innovation and Design
Identifiers
urn:nbn:se:mdh:diva-35234 (URN)978-91-7485-325-4 (ISBN)
Public defence
2017-06-08, Filen, Mälardalens högskola, Eskilstuna, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2017-04-26 Created: 2017-04-24 Last updated: 2017-04-27Bibliographically approved

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Citation style
  • apa
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