Society requires education to prepare students with the tools and ability to navigate and find success for unknown futures. Entrepreneurship education has the potential to deliver the relevant curriculum and competencies to support young people to develop resilience, independence, innovation and ability to recognise opportunities to live productive and rewarding lives in this new post COVID-19 environment. Entrepreneurship has been encouraged by government initiatives to address rapidly evolving challenges due to economic disruption. The purpose of this study was to conduct a literature review of entrepreneurship education pedagogy in order to understand the growing evidence of the effectiveness of programmes that support students to act on opportunities that address social, economic, and environmental issues that have arisen in their communities. An analysis of 45 studies across nine countries suggests that although these types of learning opportunities are written into curricula, students rarely experience this type of learning in their schooling. Sustained interest in entrepreneurship through effective methods such as assistance from external trainers and value creation throughout schooling develops students' intent for continued study of entrepreneurship at university. Teachers need opportunities to build confidence, knowledge and capacity to develop effective entrepreneurship education learning experiences that are relevant to today's students' future life challenges.
Research into how teachers and leaders successfully implement effective entrepreneurship education is vital to developing student’s entrepreneurial mindsets to navigate opportunities in a post-COVID environment. Identifying professional practice that supports the effective implementation of an engaging entrepreneurial curriculum in schools is critical to the success of programmes. Recent studies have rarely consulted stakeholders, school leaders, or entrepreneurs in determining the characteristics for entrepreneurship education. This study describes the investigation of the literature on the contemporary methodologies of entrepreneurial education research and proposes the use of Delphi techniques to harness the collective knowledge of experts to efficiently define current key indicators of effective entrepreneurship education in primary and secondary schools. We justify the rationale for a Delphi study because, in such unstable economic times across the globe, establishing a localised and contemporary entrepreneurship research framework will support the interrogation and identification of effective school programmes.
Entrepreneurship education in primary and secondary schools has the potential to foster student creativity and innovation and to support learning that recognises opportunities in a dynamic and challenging global community. This chapter provides a background to recent research in entrepreneurship education and school leadership, which are vital to fostering successful student learning, and proposes researchers utilise a Delphi method to gain insights from local community entrepreneurship leaders given their understanding of the local context. These community experts are able to identify locally relevant ways to deliver entrepreneurship education and schools that are known to exemplify successful models. The Delphi method is adaptable for both quantitative and qualitative research and offers the potential for mixed research for targeted deeper inquiry into the vital role of leaders in model entrepreneurship education schools. Recommendations are made for both researchers and school leaders to develop an understanding of the local context for entrepreneurship with a Delphi study.
This study was designed to investigate the perceptions of experts regarding the characteristics of effective entrepreneurship education in New Zealand primary and secondary schools. The aim of the study was to inform future policies, curriculum review and decision-making regarding entrepreneurial projects that were effective in the mainstream compulsory schooling sector. Using snowball sampling, 28 local entrepreneurship experts were recruited to participate in a Delphi Study. Through successive rounds, these participants established consensus on current and relevant characteristics of an effective entrepreneurship education primary and secondary school. The collective consensus determined seven characteristics for effective entrepreneurship education, centred around student learning approaches. Findings support curriculum planning focussed on creating authentic, action orientated projects or problem solving, strategies to foster entrepreneurship knowledge, skills and capabilities, seeking mentors or role models from the community, and the incorporation of financial literacy and business activities. These findings provide a basis for the successful development of New Zealand’s curricula for entrepreneurship education and enhanced entrepreneurship projects.
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