Entrepreneurship viewed as new value creation is a perspective gaining ground in entrepreneurial education. Educators have found it to be a helpful approach in order to escape a situation where the two established ways to infuse entrepreneurship into education are both quite problematic. A value creation view on entrepreneurship, however, currently lacks a clear answer to a crucial question: What is value? Responding to this research gap, the article presents a value framework consisting of five different kinds of value: economic, enjoyment, social, harmony and influence value. Each kind of value can be experienced and created both for oneself and for others, thus constituting a total of ten different perspectives on value. This value framework has in practice been useful for teachers working with educational design. It has also been useful for research on assessment of the impact entrepreneurial education has on students, leading to new insights that could improve the effectiveness of entrepreneurial education. The value framework also casts new light on what entrepreneurship is and why people engage in entrepreneurship. A limitation of the work presented here is the inherent difficulty in conducting a systematic literature review on a term as generic as “value”.

https://www.idunn.no/file/pdf/67047365/what_is_value_a_framework_for_analyzing_and_facilitati.pdf

“What is Value?” – A Framework for Analyzing and Facilitating Entrepreneurial Value Creation

The purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackeus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.,A three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.,There is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.,Research on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

/pdf/international-entrepreneurship-education-for-pre-service-53pt2achag.pdf

International entrepreneurship education for pre-service teachers: a longitudinal study

The United Nations’ Sustainable Development Goals promote entrepreneurial competences as a means of supporting young people to innovate, start businesses, and create jobs. Furthermore, the European Union considers entrepreneurial skills to be essential in creating welfare and economic sustainability. Empowering individuals with entrepreneurship education, an entrepreneurial mindset and behaviors, are tools to develop human capital. This article explores how European policies can drive development of entrepreneurial competences by examining the case of the European Framework for Entrepreneurial Competences (EntreComp) and its integration into education and training development in different countries. With this research, we contribute education development from the practical point of view by analyzing how a cross section of actors, using EntreComp as a European framework for entrepreneurial competences, see that entrepreneurial learning has been realized and could be further supported in transnational education contexts. We will also expand the theoretical discussion of entrepreneurship education from the perspective of education sciences, as we have not previously obtained clarifying results or conclusions on how, for example, the educational change related to the development of entrepreneurship education should be implemented. The research data was collected through a case study, for which an online survey including both quantitative and qualitative approaches was conducted in 2020. Responses from 348 respondents from 47 countries were analyzed through an extended model for learning originally conceptualized by Shulman and Shulman (2004). The findings suggest that EntreComp has been widely recognized as a critical driver of competence in entrepreneurial education. However, a lack of shared vision and development of practice in the use of EntreComp can hinder the effective implementation of the framework. Thus, further support and guidance are needed in promoting the learning process of policymakers, educators, trainers, and other stakeholders, on both micro- and macro-level education design, to support successful adoption and adaptation of the policy-driven frameworks.

https://www.mdpi.com/2071-1050/13/15/8178/pdf

EU Policies Driving Entrepreneurial Competences—Reflections from the Case of EntreComp

Within both society and education, economic and social entrepreneurship is considered to be of great importance. However, there appear to exist different and contradictory principles regarding the ...

To Share or Not to Share: A Study of Educational Dilemmas Regarding the Promotion of Creativity and Innovation in Entrepreneurship Education

Currently in the European Union, regional policies and their related programs are aware of the importance of fostering social responsibility, whilst, at same time, they have to promote entrepreneurship. Promoting the culture of sustainable entrepreneurship could be the answer. In this article, the Spanish case-study of the Autonomous Community of Extremadura is analyzed to show the existing regional policies fostering voluntary educational programs devoted to entrepreneurship since 2012. In this context, a specific entrepreneurship project related to sustainability was developed in 2017–2018 in secondary schools with the leitmotiv to consider the Sustainable Development Goals from the United Nations. Using the Structural Equation Modeling method with a sample of 630 students under the umbrella of the project called Teenemprende, the study concludes by highlighting that sustainable entrepreneurial culture programs in the public educational system already have some positive effect on the students´ attitude to social responsibility, thus empowering them to change the world for a better future.

https://www.mdpi.com/2071-1050/11/13/3625/pdf

Sustainable Entrepreneurial Culture Programs Promoting Social Responsibility: A European Regional Experience

Entrepreneurship Education at School in Europe. Eurydice Report.

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Entrepreneurship Education at School in Europe. Eurydice Report.