‘Before University’ provision : enterprise education through the school curriculum (original) (raw)
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Journal of Management Development
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The northern part of Sweden is characterised by depopulation and relatively high levels of unemployment among young people. As a consequence, a number of projects have been established for the purpose of strengthening young people's creativity and spirit of enterprise. The aim of this article is to problematise the concept of 'enterprise education' as understood in Swedish schools. This is done by visualising the rhetoric that surrounds the effort of introducing Enterprise in Schools ('Företagsamhet i skolan') and by trying to understand what the concept means in practice from the perspective of apprenticeship theory. The authors' research involves classroom observations and interviews with teachers and students from different schools. The results show that the discourse about Enterprise in Schools is based on catchwords such as cooperation, power of initiative, creativity and activity. The authors' studies of the organisation and implementation of the teaching have visualised the collaborative aim and emphasis on learning through schoolwork.
The assessment of enterprise education in the secondary education sector
Education + Training, 2011
PurposeAlthough the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students.Design/methodology/approachThe paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy ...
The assessment of enterprise education in the secondary education sector: A new approach?
2011
Purpose–Although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector.
Emergent issues in enterprise education: the educator's perspective
Industry and Higher Education, 2011
Recent research suggests that important issues are emerging among enterprise educators in higher education institutions (HEIs). This paper examines four key areas of debate. The first of these is the assessment of entrepreneurship ideas and related activities (Pittaway and Cope, 2007). Penaluna and Penaluna (2008, 2009a,b), for example, focus on assessment methods in schools of art and design and on how these methods could be employed more effectively by enterprise educators. Second, and linked to the issue of assessment, is the area of ‘contextualized’ enterprise education, focusing on enterprise education as it is taught within the context of a specific discipline (for example, Carey and Matlay, 2007). The third area concerns online social media platforms and how in the UK these are increasingly being employed to deliver and support enterprise pedagogies, including the use of external contacts, teaching marketing and explorations of professional boundaries (Smith, 2009; Carey, 200...
Enterprise Learning and School Subjects – A Subject Didactic Issue?
Journal of Education and Training, 2014
According to the Swedish government, entrepreneurship is supposed to "run like a read thread" through the education system. Teachers are in their teaching required to stimulate skills that are vital for entrepreneurship. This study problematizes the relation between school subjects and enterprise learning from a discourse analytical approach. The point of departure is policy documents and research on entrepreneurship in schools. By using interviews with teachers and a principal, interpretations and understanding of enterprise learning is analyzed. The results show that teachers emphasize the concepts connection with real life and creating meaningfulness in their rhetoric, but by omitting the didactic questions why and for whom, tend both the concepts creating meaningfulness and connection with real lift to deal with teachers' experiences and understanding and not on pupils' learning.