The Change Laboratory for Teacher Training in Entrepreneurship Education

Morselli, Daniele

doi:10.1007/978-3-030-02571-7

Cited by 26 publications

(15 citation statements)

References 31 publications

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“…Again, these quotes are all related to the main contradiction that the new project seeks to handle. Additionally, an analysis of the third-type contradiction that the new project was facing is reported in (Morselli, 2019).…”

Section: Micro Levelmentioning

confidence: 99%

A three-levels analysis of double stimulation in a Change Laboratory

Morselli

2021

JWL

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Purpose The purpose of this paper is to operationalise and apply a three-level analysis of double stimulation in a Change Laboratory with teachers. Design/methodology/approach Within qualitative inquiry, this Change Laboratory intervention was conducted as case study, by way of an intensive analysis of an individual unit. The macro-level deals with the societal problem and the collective solution found to tackle it. An intermediate level looks at the Change Laboratory as a methodology able to boost expansive learning through chains of first and second stimuli. The micro-level analyses the participants’ interactions during the sessions and traces the terms connected to the first and second stimulus. Findings This analysis suggests that the conflicts of motives experienced by the participants at the micro level refer to the aggravated contradiction identified at the macro level. Conflicts of motives seem to be superior in number during the first block of sessions, when the first stimuli are analysed. The micro analysis indicates the 6th session as the turning point of the intervention, when the participants take the auxiliary stimulus and turn it into and effective and meaningful sign. The intermediate level helps to trace the third transition from the formation of the second stimulus to its implementation, reflection upon and further development and generalisation. Originality/value Vygotsky’s method of double stimulation is crucial to develop one’s agency and to explain how individuals deliberately influence events. Yet the literature is fragmented and made of brief accounts, and this paper for the first time inspects double stimulation on different levels within a Change Laboratory intervention with teachers.

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Section: Micro Levelmentioning

confidence: 99%

A three-levels analysis of double stimulation in a Change Laboratory

Morselli

2021

JWL

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“…The first consists of a functional view, such as venture creation, business start-ups and the entrepreneurial economy, and the latter (used especially in the UK) refers to a view of a mind-set encompassing a broad range of skills and attributes which make an individual enterprising. Kyrö (2006) and Gibb (2005) prefer to conceive entrepreneurship education as a link between venture creation and mind-set, whereas Morselli (2019) unifies entrepreneurship education and enterprise education with the concept of entrepreneurial education.…”

Section: Definitions Of Entrepreneurship In Educationmentioning

confidence: 99%

“…national educational policies have started to give significant attention to entrepreneurship education not only in the vocational curriculum and training, but also in the comprehensive school system (European Commission, 2012). Entrepreneurship education is regarded as a new educational program which focuses on human agency entailing new problem solving, creativity, and other skills indicating innovative attitudes (Kyrö & Carrier, 2005;Moberg, 2014;Morselli, 2019;Rae & Wang, 2015;Skogen & Sjøvoll, 2009). Entrepreneurship education research has been mainly centered on the ideals and objectives of this new program (Dal et al, 2016;Fayolle, 2013;Heinonen & Poikkijoki, 2006;Higgins & Elliott, 2011;Hjorth & Johannisson, 2007;Kuratko, 2005;Obschonka et al, 2016;Rae, 2000Rae, , 2017Wang & Chung, 2014).…”

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confidence: 99%

A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education

Engeström

Käyhkö

2021

Journal of the Learning Sciences

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“…In some countries, only the first two dimensions of the mentioned outcomes are included. Based on all of the foregoing, it is possible to conclude that there is no one uniform system for the monitoring and evaluation of entrepreneurial learning, but there is a defined framework of the indicators for the activities of entrepreneurial learning and benefits generated from entrepreneurial learning (Morselli, 2019). Yet, the indicators that would base the competences of entrepreneurial learning upon the direct assessment of the learning outcomes are still missing.…”

Section: Problems Of the Evaluation Of Entrepreneurial Learningmentioning

confidence: 99%

An assessment of the effects and influences of the concept of entrepreneurial learning in Serbia

Marčetić¹,

Prlinčević²,

Grujić-Vučkovski

2020

Anali Ekon fak Subotica

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It is difficult to estimate the quantity and quality of the necessary entrepreneurial knowledge and assess the effects of such entrepreneurship education, i.e. whether it has met the set criteria sufficiently. Empirical practice lacks empirical studies that would base the competences of entrepreneurial learning upon the direct assessment of learning outcomes, the outcomes related to the knowledge of opportunities for professional orientation and the knowledge of the business environment, the created framework picture of entrepreneurship, employment opportunities and obstacles. In this paper, the direct effect of entrepreneurial learning in a secondary-education and a higher-education institution of the economic path was estimated through a qualitative approach, after the established conceptual framework and furthermore through the respondents' answers to the survey questions. Therefore, a contribution was made by making a step forward in the evaluation of entrepreneurial learning through a direct assessment of the raised awareness of entrepreneurship. The indirect indicators used were the gender and the education level, i.e. the difference in the respondents' answers according to their respective gender and the school they are attending (secondary school or vocational school). The obtained results assess the level of the respondents' basic entrepreneurial culture and their knowledge, as well as entrepreneurial preferences.

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The Change Laboratory for Teacher Training in Entrepreneurship Education

Cited by 26 publications

References 31 publications

A three-levels analysis of double stimulation in a Change Laboratory

A three-levels analysis of double stimulation in a Change Laboratory

A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education

An assessment of the effects and influences of the concept of entrepreneurial learning in Serbia

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