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During the last decade, entrepreneurship education has become a central curricular topic in many locations in the world. In Sweden, entrepreneurship education was implemented in the curriculum for the first time in 2011, as something that should be included in all upper secondary school programmes. In this article, we focus on one of these programmes, the handicraft programme, investigating how entrepreneurship education is formulated in the latest curriculum and how teachers understand and transform such content in their teaching. Drawing on Bernstein’s concepts of classification and framing, we illustrate how entrepreneurship education in the Swedish curriculum has a ‘dual definition’, representing very different framing and classification, but still clearly belongs in a ‘market relevance’ discourse. This is expressed through the way in which the concept is transformed by teachers in their teaching. We also find that entrepreneurship education has low legitimacy among teachers, particularly when it is classified weakly. The weak framing and classification, taken together with the low legitimacy among teachers, are likely to lead to very different transformations of entrepreneurship education in different educational contexts. In the long run, this could have a negative effect on the equivalence of teaching at upper secondary school. 相似文献
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The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education. 相似文献
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Suriamurthee Moonsamy Maistry Jugathambal Ramdhani 《美中教育评论》2010,7(4):23-29
Entrepreneurship education in the South Africa is often presented as a neutral discipline. Yet fundamental to any entrepreneurship education program should be the integration of key issues, such as ethics, values and social responsibility. This paper reports on a study that set out to explore student teachers experiences of engaging in an entrepreneurship education program specially enhanced to create an awareness of the link between entrepreneurship and social responsibility. It argues that exposure to a program of this nature is a powerful means to dispel the myth that entrepreneurship is a neutral discipline and that such exposure creates useful avenues for student teachers to examine their own constructions and perceptions of entrepreneurship and social responsibility. This paper draws on data constructed in a qualitative research project that engaged the tenets of symbolic interactionism in order to understand how students experienced the program and to understand their changing perceptions. 相似文献
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Parental involvement in public education is an expression of joint responsibility between parents and the state in which parents are expected to comply with current educational policy. Moreover, parents are often perceived as reactive, whereas the educational administration is seen as proactive, mainly by reducing barriers and establishing mechanisms for parental involvement. Referring to proactive involvement in which parents practice noncompliance while fighting the system, this study conceptualizes ‘parental entrepreneurship.’ The practical aspects of parental entrepreneurship are analyzed based on three well-known manifestations: homeschooling, the integration of children with special needs, and parental cooperatives within early childhood education and care. Parental entrepreneurship further exemplifies the blurry boundaries between parents and administration as regards children’s education and demonstrates that the entrepreneurial role parents may play in reforming formal public education. Parental entrepreneurship also illuminates the ongoing renegotiation of the foundations of the social contract between parents and the government, primarily in relation to professionalism, legitimacy, and authority. 相似文献
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Netta Sagie 《Compare》2019,49(1):47-63
This study examines and characterises the governmental discourse regarding entrepreneurship policy in the Israeli education system as a case study to expand existing knowledge regarding national entrepreneurship policy in education. The study is based on in-depth interviews with key governmental policymakers (holding the top of the pyramid position in the Ministry of Education) involved in the creation and formulation of the education policy in Israel for over a decade. We provide a unique glimpse into the mindset where decisions that shape the entire Israeli education system are made, and present new insights regarding the components of entrepreneurship policy in education in Israel, as well as the characteristics of such policy, its expressions and the construction of entrepreneurship as a field of policy in the education sector. 相似文献
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This article examines the spread of the neo‐liberal educational policy in Finnish schools by considering entrepreneurship education. We examined the kinds of gendered and classed enterprising selves that were narrated in the Finnish writing competition Good Enterprise! written by pupils in the 9th grade of comprehensive school. In their narratives of enterprising selves, the pupils constructed the middle‐class version of the self, where the person was not contingent upon external effects but an autonomous self‐governing individual. Moreover, the possible selves of boys matched the culturally valued representations of the autonomous, risk‐taking entrepreneurial individual more closely than the self‐representations of girls did. However, it was especially the boys’ narratives of modest entrepreneurship with the traditional virtues of the respectable citizen that were successful in the competition. This finding is in conflict with the educational policies of the European Union, which call for risk‐taking abilities and competition as pre‐conditions for achieving progress. 相似文献
7.
Lalit Sharma 《Teachers and Teaching》2017,23(4):436-450
The study explores the institutional factors which influence the impact of education in building academic entrepreneurship in higher educational institutes of Uttarakhand state, India. In order to understand the institutional barriers, the author interviewed 68 senior-level educationists, who were working in the capacity of Director General, Professor, Head, or Director in three different universities or their affiliated institutions. Based on the qualitative data obtained from interviews, we identified five major and four minor factors which were influencing the impact of education in building academic entrepreneurship in the state. The major barriers identified were – poor entrepreneurial ecosystem, poor entrepreneurial orientation, and inclination of universities and institutes to prepare students for jobs, inadequate content of the subject, need for training of entrepreneurship faculty, or specialized entrepreneurship faculty and ineffective teaching methodology. The results so obtained were further reviewed and validated on the basis of past research. The study also takes into account the institutional problems in developing academic entrepreneurship in other developing countries and compares the results. The study will help policy-makers, teachers, and educational institutions to recognize the possible shortfalls in the education system, which eventually result in poor academic entrepreneurship. Suggestions for improvements are included. 相似文献
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This paper discusses the challenges teachers and ethnic minority students face living in rural North-western Vietnam and how social entrepreneurship can mitigate these. The data was gathered through 33 interviews (teachers N = 10; students N = 20; parents of a student N = 2; social entrepreneur N = 1). The data were analysed using thematic analysis, drawing from Fraser’s (2010) justice model. The paper also links to Granovetter’s (1985, 2005) social embeddedness concept, to emphasise how social enterprise enabled socio-economic networks can support ethnic minority students to overcome redistribution, representation and recognition problems. The paper makes an original contribution by showing how socio-economic networks enhance weak-ties and bridge resources to empower the socially disadvantaged to achieve educational inclusion. 相似文献
10.
Privatization in higher education is usually understood either as the surge of private institutions or as universities’ growing reliance on private sources of funding or otherwise operating more like firms. Joining the growing literature on university entrepreneurship, this is a case study on the less examined problem of entrepreneurial universities in developing countries. In a period of roughly 15 years, the Pontificia Universidad Católica of Chile, founded in 1888, turned itself from a mostly teaching institution to a research-oriented university, responsible for one-fourth of the Chile’s mainstream scientific output and 40% of all Ph.D.s awarded nationally. Yet, public funding represents today only 17% of its revenues, down from almost 90% in 1972. How such academic development could have occurred as the State withdrew and the market took hold of Chilean higher education after the reforms introduced by the military rule of Augusto Pinochet (1973–1990) is the theme of this work. Universidad Católica’s policies and strategies are described, and the factors contributing to its success, together with their limitations, identified. The case suggests that orientation to the market can be more a means for survival and growth under the pressure of privatization, than a result of a ‘Triple Helix’ strategy of universities, government and industry to generate innovation out of academic knowledge. Secondly, while in the industrialized world, higher education entrepreneurship is associated with knowledge production for economic development (‘Mode 2’), entrepreneurial universities in the context of developing countries may just be finding their way to the academic, disciplinary mode of research. 相似文献
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Vegard Johansen 《Journal of Education & Work》2017,30(3):270-282
This paper asks whether a European entrepreneurship programme called the ‘Company Programme’ (CP) has an impact on young women and men with regard to career preferences, and perceptions of business skills and the likelihood of having a company. CP is taught to 270,000 students in 39 European countries, and approximately 15% of Norwegian students participate in CP during upper secondary school. The data used are from a student survey in Norway with 1160 respondents, who were 17–18 years old. The response rate was 81%. Controlling for competing explanations, CP positively influences young women and men and their perceptions of the knowledge and skills related to starting a business, increases the share of young women that prefer self-employment and increases the share of young women and men that find it probable that they will own a company. It seems that the perceived effect of CP on skills and knowledge and preference for self-employment is somewhat stronger among young women, while the perceived effect on the likelihood of owning a company is somewhat stronger among young men. 相似文献
13.
This book review introduces Marta Peris-Ortiz, Jaime Alonso Gómez, José M. Merigó-Lindahl, and Carlos Rueda-Armengot’s book entitled Entrepreneurial universities: exploring the academic and innovative dimensions of entrepreneurship in higher education. Entrepreneurship is an expression of the talent of human creation, and the concept of the entrepreneurial university is the most well-articulated item in the evolution of the university towards the requirements of the knowledge-based society. However, two main questions are still under-explored: what are the core features of entrepreneurial universities, and what kind of activities related to innovation and entrepreneurship does arise in academic setting? The book can be grouped into three main sections: one concerns the entrepreneurial education of students provided by entrepreneurial university; the sections confirm the entrepreneurial initiatives and activities of entrepreneurial universities, which contribute to innovation and technology transfer; and those involve entrepreneurial research in academic setting. The book explores the institutional aspects of entrepreneurship activities to establish entrepreneurial universities. The defect of this book is the slightly lack of longitudinal study and secondary data in entrepreneurial intention and orientation research. 相似文献
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Francisco J. García-Rodríguez Carmen-Inés Ruiz-Rosa Desiderio Gutiérrez-Taño 《Cultura y Educación》2016,28(3):565-600
For the consolidation of entrepreneurial education as a field of research, a number of challenges must be met, among them, a better connection between pedagogical objectives and the design of programmes, as well as greater methodological rigour in the evaluation of their impact. With this in mind, this paper analyses the results of an entrepreneurial education programme carried out with a group of students from a Spanish university, contrasting the results with a control group. The results indicate that, after this process, the participating students displayed greater entrepreneurial potential than the group of students that had not participated. However, this difference is due more to a loss of entrepreneurial intention in the group not participating in the programme than to an improvement in the participating students. 相似文献