Entrepreneurial Education Embedded in Sport Psychology: A Swedish Case Study

Abstract

The main objective of this study was to provide a contribution to the entrepreneurship education field through evaluating and describing changes in students' attitudes towards entrepreneurship. A pre-test and post-test design was used to evaluate a course design where sport psychology was the main topic with an embedded element of entrepreneurship education. The course was part of university program in Masters Programme in Sports Psychology or Physical Trainer Programme. Sport psychology-students are not the traditional group of students that are selected and trained to get both skills and a positive entrepreneur mindset. There were 39 students completing both the pre-test and post-test questionnaire (response rate 84.4%), mean age 23 years (SD=2.90). Both the pre-and post-test results showed that the sport psychology students had positive attitudes towards entrepreneurship, and the embedded course design have significant effect on students' subjective perception of their ability to create and commercialize new ideas. The results from this case study shown that an embedded course design with sport psychology and entrepreneurial education make it possible to strengthen students' entrepreneurial attitudes. The positive results point out that it is important to continue examine embedded coursed designs between entrepreneurial education and non-traditional areas (e.g., physiotherapists, dentists, architects, e.g.).

Unintentional teaching of entrepreneurial competences

“…By investigating teachers’ teaching methods, we introduce the concept of unintentional teaching of entrepreneurship. Despite the fact that the non-entrepreneurship teachers’ course content and learning objectives are directly aligned with the business school’s objectives (Holmström et al, 2016; Smith et al, 2008; Teerijoki and Murdock, 2014), there is ample indication that the respondents are actually unintentionally exposing their students to entrepreneurial competences. When analyzing the narratives of the respondents, it becomes evident that they are unaware that some or many of their learning outcomes and teaching methods require and expose the students to develop entrepreneurial competences.…”

“…Consequently, we are interested in exploring whether there are indications of the unintentional embeddedness of EE in non-entrepreneurship teaching. The embeddedness enables us to understand how EE is shaped and influenced by context and the educational institution in which it exists (Charrón Vías and Rivera-Cruz, 2020; Mitra, 2016) and which guides the overall curriculum and courses (Holmström et al, 2016; Smith, 2008; Teerijoki and Murdock, 2014). Being aware of the importance of the context, we assume that it influences the teaching methods utilized by teachers, but the investigation of the context is outside the scope of our empirical assessment.…”

Not Exactly Dragon's Den: Enterprise Challenges can Enhance Psychological Literacy

“…A second set of measures were included that represented a selection of entrepreneurial attitudes or mindset: The items measured these aspects of entrepreneurial orientation, such as (a) jumping on unexpected opportunities, (b) applying knowledge in novel areas, (c) team working, (d) communication and (e) thinking of new ways of doing things. Items 1 and 2 were adapted from Holmström et al (2015) and Lindberg et al (2017). The authors generated the other three items.…”

“…Psychology is not usually associated with the development of new business ventures, and indeed this is not what is meant here. Rather, entrepreneurship here entails a mindset (Holmström et al, 2015; Lindberg, Bohman and Hultén, 2017; Lindberg et al, 2017) that will allow a graduate to use their resources (knowledge, skills) in psychology to articulate and realise their ideas in the real world. While this usually refers to economical ideas, i.e.…”

Safaa Rshoud Saleh Al-Mutairi: The Effects of a Program Based on Entrepreneur Learning on Developing Some EFL Speaking Skills for Secondary Stage Students in Kuwait

“…Despite the increasing number of courses and programs on entrepreneurial learning, its integration into higher education curricula, especially in teacher education programs, remains insufficient. Available data indicate that the majority of entrepreneurial learning courses are primarily offered within business and economic studies (Holmström, Lindberg & Jansson, 2016). This raises an important question: Should business schools be the primary institutions for teaching entrepreneurial learning?…”