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

Abstract

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.

EntreComp and GreenComp for Entrepreneurship. What is the ‘Real’ Relationship?

“…The authors of this paper would add that with ethics and sustainability, cited as a core competence for entrepreneurs, this supports not just the holistic approach but also supports the emphasis on trust. Seikkula-Leino et al, (2021) caution though that use of EntreComp could be hindered by a lack of a shared vision and development of practice. Their study of n=348 respondents posits that EntreComp is a tool that is best used by the learning community as co-creators through practice-oriented reforms.…”

Key Elements and Their Roles in Entrepreneurship Education Ecosystem: Comparative Review and Suggestions for Sustainability

“…University-based entrepreneurship education is a key link in the establishment of new enterprises, cultivation of innovative talents, scientific, and technological innovation [3,4]. Consequently, entrepreneurship education has become a buzzword in national strategies of various countries and regions, such as the Small Business Innovation Research program of the US [5], the European Education Area of the European Union [6,7], and the Innovation-driven development strategy of China [8]. For institutions of higher education, classroom teaching is the main channel to provide education services for the learners.…”

Using framing to foster creativity in learning: Reflective tool to analyze and discuss practice

“…If UNESCO's (2021) ideals, as they are presented in the report Reimagining our futures together: a new social contract for education, are to be realized, teachers must execute them in practice. We certainly need creativity, perseverance, and hope in a world of increasing uncertainty and complexity, and entrepreneurship education offers a promising pathway to meet those needs (Seikkula-Leino et al, 2021). But for teachers to travel down that pathway, policy makers, researchers and teachers must find ways to support them in their demanding journey.…”

“…Entrepreneurship education [In Iceland referred to as Innovation and Entrepreneurial Education (IEE)] is one area of teaching and learning that has offered valuable opportunities to foster and enhance creativity and competence for action Macdonald, 2013, 2019;Seikkula-Leino et al, 2021). A broad view of entrepreneurship education (EE) has been developed such that EE is not just about starting a new business, but about enhancing two of the core elements of such education: action competence and creativity.…”