© IfM Bonn 2013 00-k

Educating entrepreneurship Insights into the entrepreneurship education research and practice in a school context

Kick-Off Workshop enterprise+

Ruhr Universität Bochum, 21.11.2014

Dr. Teita Bijedić

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Agenda

1. What do we mean by Entrepreneurship Education?

2. Why do we need Entrepreneurship Education?

3. What can we expect from Entrepreneurship Education?

4. How to meet the expectations?

3

Agenda

1. What do we mean by Entrepreneurship Education?

2. Why do we need Entrepreneurship Education?

3. What can we expect from Entrepreneurship Education?

4. How to meet the expectations?

4

Entrepreneurial spirit

Opportunity recognirion and exploitation

Business start-up

Entr

epre

neurs

hip

as…

Entrepreneur as…

Business ownership

and leadership

Function

Personality

Subject orientation

Object

orientation

Entrepreneurship - Entrepreneur - Education

Bijedic (2013), S. 88.

Learning through entrepreneurship

Learning to be an entrepreneur

Learning about entrepreneurship

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Agenda

1. What do we mean by Entrepreneurship Education?

2. Why do we need Entrepreneurship Education?

2.1 Increased uncertainty requires new approaches

2.2 Born or made – empirical evidence for a development perspective

3. What can we expect from Entrepreneurship Education?

4. How to meet the expectations?

6 : Bijedic (2013), S. 78.

GLOBAL

INDIVIDUAL SOCIETAL

INSTITUTIONAL

ENTREPRENEURIAL MINDSET

Increasing complexity and uncertainty on different levels…

Globalization Relocation of labour Structural changes Technology orientation

Decentralization Outsourcing Flexibility

Mobility

Govermental deficits Deregulation Privatization Demographic change

Mobility Flexibility

Life long learning Individual responsibility

Increasing complexity and uncertainty

Intrapreneurship as an elementary qualification Extended requirements for wage employees

Decreased distinction of categories wage employment vs. self employment

Job creation Entrepreneurial spirit as a part of the culture

Employability Life long learning

New models of employment t Professional orientation

Entrepreneuriial spirit as answer to the challenges…

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European Commission states entrepreneurship as an education goal

Requirements of the labour market

Intrapreneurship

Entrepreneurial mind-set as a premise for entrepreneurial behaviour in different contexts

GEM (2012): Germany’s educational system lacks entrepreneurial spirit

Barely represented in text books and curricula

Inconsistent image of entrepreneurs

Deficient early awareness is highest barrier for entrepreneurial propensity

European Comission (2006), S. 1; Bosma et al. (2012), S. 125; Sternberg et al. (2012), S. 6.

Entrepreneurship as educational goal

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Agenda

1. What do we mean by Entrepreneurship Education?

2. Why do we need Entrepreneurship Education?

2.1 Increased uncertainty requires new approaches

2.2 Born or made – empirical evidence for a development perspective

3. What can we expect from Entrepreneurship Education?

4. How to meet the expectations?

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Born or Made – Personality Research

Results from Twin Studies

– Genes and environment impact the personality in multiple, complex and inseparable interactions

– Genetic predispositions come to effect dependent on environmental influences

– Similar in personalities = similar genes + similar environment

– Non-shared environment has a stronger impact on personality development than shared environment

– Personality development is observable even in adult age, dependent on the depth of the personality trait, age and extent of developing treatment

For a summary several studies: Bijedic (2013), S. 155ff.

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Born or Made – Entrepreneurship Research

Selection hypothesis vs. adaption hypothesis

Earlier research favored selection hypothesis, but studies bear methodological deficits:

Lack of longitudinal research

Disregard of environmental influences

Bijedic (2013), S. 1186ff.; for a summary of several studies ibid.

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Born or Made – Entrepreneurship Research

Empirical support for adaption hypothesis:

Cultural differences within entrepreneurial personality traits as well as in the definition of entrepreneurial personality

Significant effect of methodical trainings for some traits (e.g. need for achievement, self-efficacy, biased cognitive patterns)

Development is dependent on the depth of the particular trait and possible until early adulthood

Socialization during childhood and adolescent years as most striking influence

Longitudinal studies report entrepreneurial personality development during the entrepreneurial activity

Conclusion: short-term stability and long-term development potential of entrepreneurial personality

Bijedic (2013), S. 198ff.; for a summary of several studies ibid.

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Agenda

1. What do we mean by Entrepreneurship Education?

2. Why do we need Entrepreneurship Education?

3. What can we expect from Entrepreneurship Education?

3.1 Desiderata for a holistic entrepreneurship education approach

3.2 Current entrepreneurship education programmes and their evaluation

1. How to meet the expectations?

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Entrepreneurship

Education

Intrapreneurship Employability Entrepreneurship Emancipation

Bijedic (2013), S. 102.0

Target group

differentiation

holistic and

polyvalent

development

Early, gradual

and long term

orientation

assessement and

evaluation

Entrepreneurial mindset

Entrepreneurial

spirit

Inp

ut

Outp

ut

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Agenda

1. What do we mean by Entrepreneurship Education?

2. Why do we need Entrepreneurship Education?

3. What can we expect from Entrepreneurship Education?

3.1 Desiderata for a holistic entrepreneurship education approach

3.2 Current entrepreneurship education programmes and their evaluation

1. How to meet the expectations?

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Entrepreneurship Education in German schools

German secondary schools:

since late 1990

Heterogeneous durations and methods

Action oriented programmes

Well established within the extra-curricular repertoire

Goals in secondary schools:

multi-disciplinary skills

vocational training and orientation

entrepreneurial mindset

additional qualifications

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Students:

+ Experiental learning and practical orientation

- Time consuming

Teachers:

+ Suitable alternative for existing programmes for vocational orientation

+ Soft skills

+ Action and application oriented economic education

- Time consuming preparation, realization and organization

- Deficient support for implementation

Josten/van Elkan (2010).

Evaluation of current Entrepreneurship Education programmes in schools

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Positive effects towards:

Image of entrepreneurship and small business ownership

Self-efficacy

Problem solving strategies

Entrepreneurial propensity

Critical remarks:

High methodical complexity

Time consuming and short-term oriented

Timing does not meet requirements for curricular use

Strenuous and non-incentivized efforts for teachers

Action orientation without reflection bears the risk of overconfidence

Evaluation of Entrepreneurship Education in schools

Josten/van Elkan (2010).

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Agenda

1. What do we mean by Entrepreneurship Education?

2. Why do we need Entrepreneurship Education?

3. What can we expect from Entrepreneurship Education?

4. How to meet the expectations?

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Don‘ts

Contents

Mono disciplinarity

Invariable lessons

“One concept fits all”

Methods

Action orientation without reflection

Action orientation without factual input

Factual lectures without practical reference

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Don‘ts

Goals

No pre-defined goals

Non-verifiable goals

Output orientation (e.g. start up frequency or propensity)

Assessment

No assessment

Assessment without links to goals

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Dos

Contents

Modular concepts

Modifiable lessons for different groups

Contents with links to different subjects

Curricular timing

Methods

Method mix suitable for the goals and contents

Methods are means to an end, not an end in themselves

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Dos

Goals

Subordinate goals according to contents

Verifiable goals

Assessment

Valid and standardized assessment methods

Education in assessment and treatment effects

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0

10

20

30

40

50

60

70

80

90

BK EG BK KG Gym EG Gym KG Gesamt EG Gesamt KG

% Do you see yourself as self-employed in the future?

Ja t0

Nein t0

Ja t1

Nein t1

Some examples for non-obvious effects

Bijedic (2013), S. 340.

Treatment Control Treatment Control Treatment Control

Vocational School Grammar School In Total

Development of interdisciplinary skills using action orientation:

Lower rates in the experimental group by self-assessment

Higher rates in the experimental group by teachers‘ assessment

Entrepreneurship education and entrepreneurial propensity

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References

Bijedić, Teita (2013): Entwicklung unternehmerischer Persönlichkeit im Rahmen einer Entrepreneurship Education – Didaktische Lehr-Lern-Konzeption und empirische Analyse für die Sekundarstufe II, München/Mering.

Bosma, Niels / Wennekers, Sander / Amorós, José E. (2012): Global Entrepreneurship Monitor. 2011 extended report: Entrepreneurs and entrepreneurial employees across the globe, Babson Park et al. URL: http://gemconsortium.org/docs/download/2200.

European Comission (2006): Green paper, entrepreneurship in Europe. In: Commission of the Europe-an Countries, Brüssel.

Josten, Martina / van Elkan, Marco (2010): Unternehmergeist in die Schulen?! Ergebnisse aus der Inmit-Studie zu Entrepreneurship Education-Projekten an deutschen Schulen. Herausgegeben vom Ministerium für Wirtschaft und Technologie, Reihe Mittelstandspolitik, Existenzgründungen, Dienstleistungen, Berlin.

Sternberg, Rolf / Brixy, Udo / Vorderwülbecke, Arne (2012): Global Entrepreneurship Monitor. Unternehmensgründungen im weltweiten Vergleich. Länderbericht Deutschland 2011, Hannover/Nürnberg. URL: http://www.wigeo.uni-hannover.de/fileadmin/wigeo/Geographie/Forschung/Wirtschaftsgeographie/Forschungsprojekte/laufende/GEM_ 2011/gem2011.pdf.

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Contact

Dr. Teita Bijedić Institut für Mittelstandsforschung Bonn

Maximilianstr. 20 53111 Bonn

Tel.: +49 - 228 - 72 99742 Email: bijedic@ifm-bonn.org

Thank you!