Entrepreneurial orientation and education in Austrian secondary schools

Abstract

PurposeEntrepreneurship is defined as a “life skill”, and the European Union (EU) has recently called on member states to promote the development of entrepreneurial attitudes from primary school right through to university level. The paper aims to investigate which factors influence entrepreneurial thinking and attitudes towards entrepreneurship in vocational and general secondary education in Austria.Design/methodology/approachThe paper is based on the configuration approach. This approach was adapted as a conceptual model for the origins of entrepreneurial orientation and start‐up inclinations among school pupils. The model consists of four dimensions: person, education context, education process, and environment. A total of 900 Austrian pupils at secondary‐level schools were surveyed with a standardized questionnaire.FindingsThe results show that entrepreneurial orientation as well as inclinations to start up a new business can indeed be influenced considerably, with potential targeted influences at the personality level, in the education process, and in the pupil's immediate and general environment. It is easier to influence entrepreneurial orientation than start‐up inclinations.Research limitations/implicationsOwing to the heterogeneous school systems in Europe it may be difficult to transfer findings from one country to another. Much more research is needed for identifying country‐specific factors of influence.Practical implicationsThe results provide evidence that the potential for developing entrepreneurial orientation and promoting the abilities needed for a free and self‐determined career has not been exhausted by any means.Originality/valueThe study shows that the education process can have a considerable influence on entrepreneurial orientation, and that the EU's call for the promotion of entrepreneurial spirit can be fulfilled in the sphere of education.

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