Anders Rasmussen, Team Leader, Danish Foundation for Entrepreneurship - Young Enterprise, on Measuring the Impact of Entrepreneurship Education

1. How to measure the impact of different approaches
to entrepreneurship education at different levels of
education
Anders Rasmussen, MA educational sociology
Fonden for Entreprenørskab

2. o On behalf off my colleague:
o Kaare Moberg, PhD, Quantitative Researcher at the Danish
Foundation for Entrepreneurship since 2011
o Dissertation at CBS in 2014
o The Impact of different approaches to EE – from ABC to PhD

3. Agenda
o Assesment and evaluation
tools – OctoSkills
o The effects of education about
and through
o Q’s (maybe no A’s)
4

4. OctoSkills 2
Did you
become
entrepreneurial
?

5. More entrepreneurs or more enterprising individuals?
6
Learning goals and didactical principles

6. About, For or Through Entrepreneurship 5
o About: Strong focus on cognitively-oriented e’ship skills. Easy
to teach in a classroom and to many pupils and students
o For: Strong focus on cognitively-oriented e’ship skills, but often
also focus on e’ship skills of a more non-cognitive character.
Often very resource intensive to teach
o Through: Focus on e’ship skills of a more non-cognitive
character. Can be embedded in a cross-curricular manner

7. Cognitive and Non-cognitiv entrepreneurial skills 5
Cognitively-oriented e’ship skills typically include a high level of
declarative knowledge. These skills are easy to codify and
examine. Our educational system has a long tradition of focusing
on teaching these skills (the Science of entrepreneurship).
oEvaluate business ideas, business plan writing, financial literacy
E’ship skills of a more non-cognitive charcter are often viewed as
character abilities and social skills. These skills are hard to codify
and test with standardized tests.
oCreativity, managing uncertainty, marshal resources (the Art of
entrepreneurship)

8. Different approaches, different learning goals 5
o In order to evaluate and assess the influence of different
approaches to EE it is important that there is a lot of different
outcome variables included in the assessment tool
o Based our assessment tool on Albert Banduras concept of self-
efficacy
o Focus on pupils’ and students’ confidence in performing both
cognitively-oriented e’ship skills (Planning, Financial literacy)
and e’ship skills of a more non-cognitive character (Creativity,
Resource Marshalling, Managing Uncertainty)

9. The ASTEE project 5
o Refined and developed the instrument in collaboration with six
European partners and tested the instrument in 13 countries at all
levels of education (primary, secondary, tertiary)
www.asteeprojet.eu
o Focus on entrepreneurial attitudes and intention
o But also on school engagement, educational motivation and
perceived teacher support
o Turned into the evaluation app: OctoSkills

10. OctoSkills 14
www.octoskills.com
Did you
become
entrepreneurial
?

11. 3
Cognitive
skills
Non-
Cognitive
skills
Ent.
attitudes
Motivation
School
engagement
Relations
Class
mates
Teachers
Self-
Esteem

12. Practice
15
Creat
ivity
Busin
ess
Mind
set
ESE
Atti
tudes
Team
work
School
enga.
Teac
her
Class
mates
Mot.
Ext.
Inno
vation
INT
Mot.
Int.

13. The effects of education about and through
entrepreneurship at secondary level of education
o The Danish Foundation for Entrepreneurship – Young Enterprise has since
2011 collected data on randomly selected pupils at secondary level of
education
o Each year we collect data on 2000 randomly selected 9th–graders who we
then follow up on each year as a longitudinal study

14. Secondary-level:
Cross-sectional analysis
9th graders
Business
skills
Enterprising
skills
Entrepreneurial
Intentions
School
Engagement
+
+
-
-

15. 10th and 11th-12th graders
Business
skills
Enterprising
skills
Intentions
School
Engagement
+
+
-
-
Males
Males
Business
skills
Enterprising
skills
Intentions
School
Engagement
+
+
-
Males
Males
Insig.

16. Secondary-level:
Cross-sectional mediation analysis
9th graders
Business
skills
Enterprising
skills
Entrepreneurial
Intentions
School
Engagement
+
+
-
-
+
Males
Males
Insig.
Perceived
Teachers
Support

17. What fosters school engagement?
2
3
1
Whether or not the learning climate is supportive and encouraging
(Battistich, Solomon, Kim, Watson & Schaps, 1995)
According to Newman (1991), educational tasks should meet five
requirements in order to promote engagement in learning. they should be:
(1) fun;
(2) authentic;
(3) collaborative;
(4) provide opportunities for pupils to assume ownership of their conception
(5) permit diverse forms of talents
The most important factors to foster school engagement are whether or
not the pupils perceive their education as purposeful (Connell, Gambone
& Smith, 2000; Whitlock, 2006)

18. What creates motivation?
2
3
1
o Skill variety. Require many different skillsets
(Alleman & Brophy, 1993, 1994)
o Task identity: Identify with the assignment,
from A to Z, see the results (Lave & Wenger, 1991)
o Task significance: Is there an impact? Value? Appreciation?
(Wentzel & Brophy, 2013)

19. 19
Q’s !!!
Thank you!
www.octoskills.com
Kaare@ffe-ye.dk
www.ffe-ye.dk
Anders@ffe-ye.dk
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