Anders Rasmussen, Team Leader, Danish Foundation for Entrepreneurship - Young Enterprise, on Entrepreneurship Education for the Future Economy

1. GEC - Daegu 2016
Anders Rasmussen, anders@ffe-ye.dk

2. Alignment in entrepreneurship education
Policy
Strategy
Legis-lation
Ressources
Manage-
ment and
leadership
Framing
Expectations
Pedagogy,
didactics
Teacher
competences
Teaching
practise
Materials
Methods
Feedback and
Assesment
Organisation
Structure
Time
Planning
ressources
Story
Feedback

3. Attempts to frame and define
• “Entrepreneurship is when actions take place on the basis of
opportunities and good ideas, and these are turned into value
for others. The value thus created can be of an economic,
social or cultural nature.” 2011
• “Entrepreneurship education is: Content, methods and
activities that support the development of motivation,
competence and experience that make it possible to initiate,
manage and participate in value-creating processes.”
2013/2015

4. Turning towards learning outcomes,
clustered in four dimensions
• A part of a person’s entrepreneurial capacity
• A framework or construct for specific learning
outcomes
• A part of teaching content, didactics or
methodological approach
• Part of the overall strategy at institutional level

5. The four ”Dimensions”

6. Progression ”engines”
• With support – on your own – in complex cooperation
• Simple and local context – Complex and global context
• Based on fundamental knowledge – based on scientific
academic knowledge
• Simple actions – advanced and contingent actions
• Concrete thinking – abstract reflection

7. Understanding progression
Core Curriculum + Entrepreneurial competences +
Entrepreneurial experiences
Exp Exp
Primary Secondary Tertiary

9. Double stringed teaching approach
1. Ensuring that entrepreneurial skills and knowledge (the four
dimensions) is taught and trained as part of the curricular
daily teaching (Embedded)
2. Ensuring that all students builds continuous entrepreneurial
experiences aiming at valuable learning outcomes (Through)

10. Didactic principles
Action: Work with value generating / changing activities - Involve and incorporate
students - Give students responsibility for activities - Base activities on different contexts -
Use networks and relationships - Stimulate various collaboration and presentation forms
Creativity: Work with experiment-based activities - Provide time without assessment -
Work with creative activities - Allow time for immersion - Set open or impossible tasks –
Establish surprise and unexpected activities - Involve several senses
Outward orientation: Stimulate curiosity and wonder - Involve contemporary themes -
Put academic subjects, into a perspective - Involve social, financial and cultural contexts -
Ensure interaction between the individual, school and the surrounding world - Seek
knowledge and feedback from the surrounding world - Show how the world offers
opportunity
Personal attitude: Ensure success experiences - Set appropriately challenging tasks -
Allow an appreciative approach - Work consciously with uncertainty - Involve and
incorporate pupils - Provide support and guidelines - Invite reflection over emotions,
resources and attitudes
Stimulate reflection on action, creativity outward orientation and personal attitude

11. Entrepreneurial process´s & experiences
Various starting points: Knowledge domains or specific challenges -
Personal resources Knowledge and experiences - Challenges and
problems in students’ everyday lives - A specific challenge from an
external entity - Specific tasks/projects within an organizational
framework - A particular resource (financial or material) - Business
ideas from idea generation - Fashion, trends or other aspects of
society - Local/global issues
Various process´s: Causation, step by step, business planning - Lean
start up methods - Design thinking - Effectuation based approaches -
Next best step - Business model canvas
Various value creation outcomes: Fundraising or help for particular
groups’ - A realized product or prototype - A business plan or real
business - Social events - Exhibitions - Artistic expression - A problem
solved - A pitch ?

12. Feedback and assessment

13. Some findings and problems
• Theres is no single, nor any easy way to form entreprenuerial
students (and still no….. instant fix, sorry)
• There´s a need for feedback, reflection and transfer
• A good idea is related to its potential; from a learning point of view
• Motivation (and effective learning) is based on ownership,
emotional involvement and the degree of realization
• Some ethical issues: Prioritizing the extrovert personalities,
teaching/therapy and evaluating personal traits
• We can train and develop competences, but, what kind of
entrepreneurial actions students take later in life, is beyond our
control

14. Q´s and C´s
(Answers might emerge)
For feedback or contact: anders@ffe-ye.dk