Purpose – The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education. Design/methodology/approach – The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data. Findings – The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society. Research limitations/implications – The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions. Practical implications – The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes. Originality/value – The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.

This study contributes to the research field of entrepreneurship education by providing a new perspective that combines concepts of the entrepreneurial teacher, entrepreneurial teaching methods and the development of entrepreneurial competences in students. As being entrepreneurial in the teaching context can be explored from various angles, the paper focuses on two important elements of this construct: the innovativeness and risk-taking ability of the teacher. The authors present empirical evidence from 1,011 higher education teachers from 21 different higher education institutions in Finland. The results show that a teacher’s innovativeness and risk-taking ability have a positive relationship with the use of entrepreneurial teaching methods, and influences how the teacher encourages the development of students’ entrepreneurial competences. An innovative and risk-taking teacher varies the teaching methods used in entrepreneurship education. The study suggests that teachers with a lower level of innovativeness and lower risk-taking ability do not use as many entrepreneurial teaching methods as more innovative and risk-taking teachers. In addition, the results confirm the importance of the teacher’s own innovativeness and risk-taking when fostering students’ entrepreneurial competences.

Background The shortage of FFP2 and FFP3 respirators posed a serious threat to the operation of the healthcare system at the onset of the COVID-19 pandemic. Aim Our aim was to develop and validate a large-scale facility that uses hydrogen peroxide vapour for the decontamination of used respirators. Methods A multidisciplinary and multisectoral ad hoc group of experts representing various organisations was assembled to implement the collection and transport of used FFP2 and FFP3 respirators from hospitals covering 86% of the Finnish population. A large-scale decontamination facility using hydrogen peroxide vapour was designed and constructed. Microbiological tests were used to confirm efficacy of hydrogen peroxide vapour decontamination together with a test to assess the effect of decontamination on the filtering efficacy and fit of respirators. Bacterial and fungal growth in stored respirators was determined by standard methods. Results Large-scale hydrogen peroxide vapour decontamination of a range of FFP2 and FFP3 respirator models effectively reduced the recovery of biological indicators: Geobacillus stearothermophilus and Bacillus atrophaeus spores, as well as model virus bacteriophage MS2. The filtering efficacy and facial fit after hydrogen peroxide vapour decontamination were not affected by the process. Microbial growth in the hydrogen peroxide vapour-treated respirators indicated appropriate microbial cleanliness. Conclusions Large-scale hydrogen peroxide vapour decontamination was validated. After effective decontamination, no significant changes in the key properties of the respirators were detected. European Union regulations should incorporate a facilitated pathway to allow reuse of appropriately decontaminated respirators in a severe pandemic when unused respirators are not available.

The purpose of this study is to add to the literature on entrepreneurial universities by investigating entrepreneurial culture (EC) in higher education institutions (HEIs). The authors investigate how students experience EC and which factors explain their perceptions of EC. The study is based on a survey of HEI students in Finland with 1277 responses. The results show that formal institutional support and institution-level activities have the strongest impact on the students’ experienced EC. According to the findings, formal institutional support has a greater impact on students’ perceptions of EC than student-driven activities. Furthermore, the results highlight that the encouragement of teachers has a greater influence on students’ perceptions of EC than peer students and student-driven activities. Accordingly, the paper’s theoretical contribution to the literature lies in its demonstration that institutional support, in addition to the encouragement of teachers, influences HEI students’ perceptions of EC. With regard to practical implications, the findings indicate that, if HEIs wish to build an EC and operate entrepreneurially, it is vital to support teachers’ entrepreneurial behaviour and thinking. In addition, equal emphasis needs to be placed on the observable artefacts and on clear, well-communicated organisational structures and processes.

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