How to train entrepreneurship
educators?
Evidence from the CB Entreint project
Interreg IVA programme
Inna Kozlinska
University of Tartu,
BA School of Business & Finance
@BalticDynamics
Riga, September 2013
Anne Gustafsson-Pesonen
Aalto University
Small Business Centre
Background of the study (I)
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Qualitative research: brainstorming, 34 in-depth interviews
Countries: Estonia-11, Latvia-16 and Finland-7
Interviewees: entrepreneurship educators + from the leading HEIs
Levels: vocational, higher and continuing education.
 Aim: to analyse and compare practices and needs, to inform the training
programme development
 Topicality:
- findings from earlier studies (EC, 2010; EC, 2008; OECD, 2008; Curavic, 2011);
- “The Budapest Agenda: Enabling Teachers for EE” (2011);
- how much do we know who the educator is and how e-ship is taught? (Fayolle,
2013).
Background of the study (II)
 Framework: adapted from Béchard & Grégoire’s (2005) Teaching
Models in EE: supply, demand, and competence;
6 dimensions – methodology, curricula, evaluation, environment,
regulations and financing.
 Tool: NVivo 10.
Descriptive
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Varying definitions of the notion: business Vs. attitude and behaviour
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Terminology: entrepreneurship Vs. enterprise management/business
management
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Experience in e-ship: 2-20+ yy, tends to exceed teaching years for
younger respondents.
Results (I)
Methodology, Evaluation – internal
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Methods: more practice-based, but more experiential methods are
used less, understanding and depth of using them varies a lot.
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Rare: creativity development, student lectures, product development, self-reflection (diaries),
coaching and workshops by practitioners, practical application of academic projects…
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University-industry cooperation: exists, but the most common
forms are internships and work placements (real-life projects,
innovation teams??).
Teaching aims and outcomes: do not always match.
EE outcomes measurement: only feedback and tracking alumni.
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Results (II)
Curricula – internal:
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Integration: yes, in most of the cases.
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Interdisciplinarity: truly lacking, currently exists only as part of extracurricular activities (labs, incubators, business competitions).
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Specialised EE trainings for educators: practically non-existent.
Environment, Regulations, Financing – external:
• Physical: inconvenience of study rooms for interactive group work;
specialised learning soft not a common tool.
• Social: decreasing level of the secondary school preparation (LV);
students read less, do not have enough time to prepare.
• HEIs management: generally supportive towards EE, but tends to be
uninvolving, when actions required (LV, EE).
• Insufficient financing of educational initiatives, absence of legislative
support in LV as compared to EE & FI.
Results (III)
Dimension/Model
Supply
Supply-Demand
Demand
Demand-Competence
Methodology
Curricula
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EE, LV, FI
EE, LV, FI
(EE, LV, FI )
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Evaluation
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EE, LV, FI
(EE, LV FI)
Environment
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EE, LV
FI
-
Regulations
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LV
EE
FI
LV, EE
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-
FI
Financing
Recommendations for the training programme
development (I)
I.
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Entrepreneurship
evolving conceptual views from the economic and social
science to the management era and a field on its own
(Landström, 2013)
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change of the learning paradigms from behaviourism to
constructivism – influence on teaching (Kyrö, 2008)
practical theory: the process perspective, opportunity
recognition, innovation and creativity, product
development.
Recommendations for the training programme
development (II)
II.
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Entrepreneurship pedagogy and didactics
how to set/align objectives, methods, outcomes and measure
them
teaching models/approaches and the toolbox integration
experiential methods inside and outside classroom, e.g.:


pedagogical drama, creativity exercises, business games
real-life projects with companies, innovation teams, work-based projects,
student companies
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university-industry networks
formation and moderation
facilitation.
of
interdisciplinary
teams,
The training programme example (6 ECTS, Finland)
• The main idea is a blended learning
• Need for understanding customer and human-oriented process, in which
creative skills are identified and controlled with supportive, listening and
goal-oriented way
• The idea of the programme is to give the participant:
– capabilities to act as an entrepreneurship trainer and developer, as well as a business
counselor or in a similar position in a renewable economic environment
• Pedagogical framework for the studies is:
– Effectuation (Sarasvathy, S.D. 2001)
– Ritual pedagogy (Hägg, O. 2011)
– Individual differences in affective and conative functions (Snow, R.E., Corno, L. &
Jackson, D.N. 1996)
– Building conative constructs into entrepreneurship education (Ruohotie, P. & Koiranen,
M. 1999)
– Cognitive, conative and affective constructs and metaconstructs of personality and
intelligence in entrepreneurial learning (Kyrö & al. 2008).
What has happened during the studies?
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“I have learnt deeper insights of entrepreneurship as the wide concept, not only to
start up business” .
“I have learnt experiential learning, dialogues and business canvas”.
“I'll be focusing on learning on entrepreneurship, primarily in the training of people
through the building on their strengths, and approaching them to do things
together, and a practical case in the business world on the basis of reality.”
“I’ll do things more hands-on, not theory based.”
“I’ll will pay more attention to a personality, how to help people manage themselves
and become an entrepreneur.”
“I have not been coaching and teaching before. From now on I can use all that I
have learned in my work” (business coach).
“I have learnt the transformation process from employee to entrepreneur.”
“I have learnt to use team methods for supporting entrepreneurial mindset.”
THANK YOU!
Qs & As…