Learning to be enterprising in school through an inquiry-based pedagogy

Pépin, Matthias

doi:10.1177/0950422218802536

Cited by 20 publications

(17 citation statements)

References 38 publications

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“…Entrepreneurship education is an approach to learning that has been adopted across Asia, in China, Indonesia, , Singapore (Ho et al, 2018) and Malaysia (Din et al, 2016), in most of the European Union countries, and in the United States, with the European Union countries taking a more practical approach (Ierapetritis, 2017). Global interest grew on the topic of entrepreneurship in the early 1980s as the economy's focus turned to small and medium-sized (SME) businesses as a solution to unemployment (Jones & Iredale, 2014;Pepin, 2018). In Finland (Komulainen et al, 2009) and Sweden (Fejes et al, 2019) entrepreneurship education is written into the curriculum for all year levels and across all subjects.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Entrepreneurship education today for students unknown futures

Hardie

Highfield

Lee

2020

JPR

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Society requires education to prepare students with the tools and ability to navigate and find success for unknown futures. Entrepreneurship education has the potential to deliver the relevant curriculum and competencies to support young people to develop resilience, independence, innovation and ability to recognise opportunities to live productive and rewarding lives in this new post COVID-19 environment. Entrepreneurship has been encouraged by government initiatives to address rapidly evolving challenges due to economic disruption. The purpose of this study was to conduct a literature review of entrepreneurship education pedagogy in order to understand the growing evidence of the effectiveness of programmes that support students to act on opportunities that address social, economic, and environmental issues that have arisen in their communities. An analysis of 45 studies across nine countries suggests that although these types of learning opportunities are written into curricula, students rarely experience this type of learning in their schooling. Sustained interest in entrepreneurship through effective methods such as assistance from external trainers and value creation throughout schooling develops students' intent for continued study of entrepreneurship at university. Teachers need opportunities to build confidence, knowledge and capacity to develop effective entrepreneurship education learning experiences that are relevant to today's students' future life challenges.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Entrepreneurship education today for students unknown futures

Hardie

Highfield

Lee

2020

JPR

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“…The School Shop Project program (SSP) shows how students learn what it means to be an entrepreneur, both through the processes of reflection from the questions of the inquiry and the processes of investigation, which allows knowing this domain and the development of the skills of dialogue and critical reflection [79].…”

Section: Results Of Interventionsmentioning

confidence: 99%

“…Regarding the effectiveness of the EEP, this systematic review provided an overview of the current literature, analyzing 29 programs, from 24 countries. Overall, programs dedicated to primary school students [62][63][64]79,81] showed a positive effect above all on entrepreneurial skills, highlighting the enhancement of individual skills, such as creativity, self-confidence, power of argument, and construction of social skills in relationships and interpersonal and groups settings. In addition, there were gains in the motivation to work on public causes such as sustainability and social innovation; improvements were found in respect for the environment, cooperation, and communication of ideas.…”

Section: Discussionmentioning

confidence: 99%

“…The pedagogical activities presented in the studies were quite diverse, with emphasis on classes, lectures, workshops, business simulations, group dynamics and games, visits to companies, and internship experiences in incubators, simulating the early stages of a startup. However, it was found that in the early stage of education, there were activities such as the creation of a market in the school [79], storytelling and mindfulness [64], and educational games [82]. In turn, in secondary and higher education, activities were carried out to create, develop and implement an entrepreneurial project, using business models [73,78,80], marketing studies [71,77,80,84], and finance [70,80].…”

Section: Characterization Of the Studiesmentioning

confidence: 99%

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Towards a Global Entrepreneurial Culture: A Systematic Review of the Effectiveness of Entrepreneurship Education Programs

Jardim¹,

Bártolo²,

Pinho³

2021

Preprint

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The number of entrepreneurship education programs (EEP) has increased exponentially over the past two decades. However, a systematic review has not yet been carried out to confirm the effectiveness of EEPs and their presence in the current global world. The main objective of this study was to provide a systematic synthesis of EEP, exploring their characteristics and effectiveness. The search was carried out in the following databases: Scopus, Web of Science, ProQuest and ERIC. Twenty-nine articles were included, with programs developed mainly in European (n=15), Asian (n=6) and American (n=5) countries. The programs were mainly aimed at higher education students (n=17), addressing the development of business plans and entrepreneurial skills. However, greater attention is paid to the entrepreneurial skills in both basic and secondary education. The development of the programs under analysis varied between one week and two years. The results of the studies showed the effectiveness of most of these programs in promoting entrepreneurial skills at all levels of education. In turn, there was not a verified increase in the intention to start a business, since this intention is determined by predisposition, namely socio-cultural and family aspects. This systematic review of the EEP points to the need for this type of program to be preferentially developed since the early school years, since it is at that time that predispositions are created for the development of entrepreneurial skills and intentions. This condition is corroborated by the global geography of the EEP, which demonstrates that, where there is currently an entrepreneurial culture, countries have made a long educational journey, with strategic options from the perspective of educational policies defending entrepreneurship among the younger generations.

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“…As Regele and Neck (2012) state for the US context: “schools must cover material that students will see on standardized tests, leaving little flexibility for entrepreneurship curricula” (p. 34). In other words, there is not much room for entrepreneurial projects in the classrooms, except maybe if the latter are conceived of as learning tools through which school subjects can be covered (Pepin, 2012, 2018).…”

Section: Discussionmentioning

confidence: 99%

Assessing the impacts of school entrepreneurial initiatives

Pépin

St-Jean

2019

JSBED

Self Cite

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Purpose Many countries around the world have now introduced entrepreneurship into their curricula and educational practices, starting at the elementary school level. However, recent studies show the relative (un)effectiveness of K-12 enterprise education on diverse learning outcomes. The purpose of this paper is to report on a research aimed at assessing the impacts of enterprise education on students’ entrepreneurial attitudes. Design/methodology/approach The authors conducted a quasi-experiment between May and June 2017 to assess the entrepreneurial potential of students at Elementary Cycle 3 (10–12 years) in Quebec, Canada. Relying on attitude theory, the authors used Athayde’s Attitudes toward Enterprise for Young People test, which assesses students’ entrepreneurial potential through four entrepreneurial attitudes (leadership, creativity, achievement and personal control). The experimental group consisted of 11 classes which had conducted an entrepreneurial project during the 2016–2017 school year (n = 208 students), while the 7 classes of the control group had not (n=151 students). Findings At first glance, data showed no difference between the two groups. Further investigation showed that private and Freinet (public) schools’ students, both from the control group, show significantly higher leadership scores than those of the experimental group. In-depth analyses also show that increasing the number of entrepreneurial projects significantly impacted three of the four attitudes assessed, although negligibly. Research limitations/implications Taken together, those results question the relevance of single entrepreneurial activities in developing students’ entrepreneurial attitudes. They also suggest the positive impact of a progressive, constructivist pedagogy in developing such entrepreneurial attitudes. Moreover, the paper raises several factors likely to impact students’ entrepreneurial attitudes for further research. Originality/value K-12 enterprise education remains an understudied context, largely crossed by unproven statements. This research contributes to understand and give direction to educational initiatives targeting the development of young students’ entrepreneurial attitudes.

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Learning to be enterprising in school through an inquiry-based pedagogy

Cited by 20 publications

References 38 publications

Entrepreneurship education today for students unknown futures

Entrepreneurship education today for students unknown futures

Towards a Global Entrepreneurial Culture: A Systematic Review of the Effectiveness of Entrepreneurship Education Programs

Assessing the impacts of school entrepreneurial initiatives

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