Artiklen tager afsæt i en forståelse af entreprenørskab, som en praksisform, hvor muligheder og idéer omsættes til enten økonomisk, kulturel eller social værdi. Denne forståelse kædes sammen med behovet for, at elever og studerende lærer at agere i forskellige omverdenssammenhænge og her kan skabe værdi. Artiklen peger på behovet for at kunne operationalisere tilgangen til entreprenørskab i form af eksplicitte undervisningsdimensioner og læringsmål. Artiklen præsenterer således en progressionsforståelse, der giver en teoretisk optik på den sammenhængende udvikling af læringsmål for elever og studerendes entreprenørskabs- og innovationsviden og kompetencer igennem uddannelsesforløbet, og den peger på en forståelse, der indlejrer entreprenørskab i kernefagligheder og i de studerendes deltagelse i erfaringsskabende processer. Artiklen er skrevet med udgangspunkt i Fonden for Entreprenørskab – Young Enterprise, der understøttes af de fire ministerier, der danner det nationale Partnerskab for Uddannelse i Entreprenørskab. Artiklen har i foråret 2013 været i høring hos en række lærere, undervisere og forskere i det danske uddannelsessystem inden offentliggørelsen i sommeren 2013. This article is based on the premise that entrepreneurship encompasses a combination of business, cultural and social attributes. We use this understanding in a ‘Progression Model’ considering ways in which students may be educated in entrepreneurship, in line with the requirements of the government-backed Danish Foundation for entrepreneurship – Young Enterprise initiative. The aim of the initiative is to teach students how to convert ideas and opportunities into value. The article uses the broad understanding of entrepreneurship outlined above as a conceptual frame to define learning dimensions and outcomes for entrepreneurial knowledge and competences that students may be expected to acquire during their education. It is argued that entrepreneurship education can be seen as an embedded part of existing core subjects and can be designed so that students incorporate entrepreneurial thinking into their programmes of education. The initiative to educate students in entrepreneurship is supported by four ministries, which have collectively set up a national Partnership for Education in Entrepreneurship. The article was circulated among educators and researchers for comment in the spring of 2013 before the Progression Model was published in the summer of 2013.
The elevator pitch is part of a global tendency toward homogenization of entrepreneurial content in educational programs (Fletcher, 2018), and this article shows how the pitch is naturalized as a new language because it must be decoded in order to pass an innovation course for health students at a Danish University College. A core communicative component of the pitch is speed. Using pragmatism, the article shows how the pitch guides the meaning making of students and how the compressed time element reduces the space for reflection. Thus, the educational rhythm is set by values from the pitch and innovation. Further, the article problematizes how the pitching situation separates the pitched end product both from reflections on possible consequences of new solutions and from the dynamic forces that actually created the pitch.
The business model canvas (BMC) has become the leading way to visualize business models and an omnipresent global language in management practice and education. This chapter draws on critical entrepreneurship research and applies semiotics to conduct an analysis of the BMC language and to explore what entrepreneurship narratives unfold in the BMC. The analysis shows that the BMC language (re)emphasizes an established view of business models with an underlying planning perspective and an individualistic understanding of the (male) entrepreneur in a traditional business context. In addition, the BMC language stresses a non-critical, bright side of entrepreneurship where value is transmitted from entrepreneurs to waiting customers. The suggested semiotic method and the presented analysis of the BMC can be used by mangers and educators to reflect on what the BMC universe offers in terms of, for example, disruptive and digital perspectives, and thus the consequences for logics in new business models.
This chapter, based on findings from an ethnographic field study of entrepreneurship in the realm of non-business educations, combines the logic of effectuation and a narrative discursive perspective, enabling us to see how a certain language of entrepreneurship in use affects the meaning making of students and is perceived by them as counterproductive. The chapter provides insight into normally more hidden sides of student entrepreneurship and analyzes how the “start-up” as grand narrative filters into the micro-processes of students involved in an extracurricular entrepreneurial process. The chapter reflects how language is used as logic, which, however, is also a possibility to choose new pathways in advice, guidance, and training of entrepreneurial expertise among students practicing entrepreneurship.
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