Helping Teachers to Make Sense of How Enterprise and Entrepreneurship May Be Defined

Cummins, Brian J.; Dallat, John

doi:10.2304/csee.2004.6.2.88

Cited by 9 publications

(11 citation statements)

References 15 publications

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“…Dans les écrits anglophones, ce vocabulaire se cristallise autour de deux principaux vocables, à savoir entrepreneurship education et enterprise education, auxquels on pourrait ajouter un troisième, soit small business education (Breen, 2004;Gorman, Hanlon & King, 1997). Si ces termes peuvent parfois être utilisés de manière interchangeable, nombre d'auteurs mettent pourtant en évidence la spécificité de chacun d'eux (Cummins & Dallat, 2004;Leffler, 2009). À cet effet, il est possible de retrouver, dans les écrits scientifiques, de multiples distinctions conceptuelles qui, toutes, quoiqu'avec plus ou moins de nuances, tendent vers une même compréhension des finalités de l'éducation entrepreneuriale.…”

Section: Les Finalités De L'éducation Entrepreneurialeunclassified

“…Au niveau de la scolarité de base des élèves, la plupart des auteurs qui se sont penchés sur l'éducation entrepreneuriale en viennent à la conclusion que c'est cette troisième « famille » qui devrait constituer la référence sur laquelle se baser (Ball, 1989;Caird, 1990a;Crompton, 1987;Deuchar, 2004;Jones & Iredale, 2010;Surlemont & Kearney, 2009). Des problèmes conceptuels subsistent cependant autour de ce que signifie être entreprenant dans n'importe quelle sphère d'activité (Caird, 1990b), ainsi qu'autour des compétences ou savoir-être que l'on cherche à développer chez les élèves à travers cette approche (Cummins & Dallat, 2004). Hitty & O'Gorman (2004) laissent entendre que les deux premières « familles » de finalités d'éducation entrepreneuriale (sous les intitulés entrepreneurship education et small business education) renverraient à des objectifs éducationnels spécifiques, là où la troisième « famille » (sous l'intitulé enterprise education), ferait davantage appel à des objectifs éducationnels d'ordre général.…”

Section: Les Finalités De L'éducation Entrepreneurialeunclassified

“…Cummins et Dallat (2004), parmi d'autres, critiquent ouvertement ces longues listes de savoir-être qui pourraient être reçues par les enseignant(e)s comme des objets d'enseignement à couvrir. Par ailleurs, si l'on prenait le temps de comparer toutes les listes de savoir-être « entrepreneuriaux » que l'on trouve dans les écrits, on prendrait vite conscience qu'il n'en existe pas deux qui soient semblables : « The plethora of organisations and initiatives has created in turn an over-abundance of competing definitions and contrasting lists of different enterprise skills or attributes » (Coffield, 1990, p. 64).…”

Section: Des Savoir-être à Développer…unclassified

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L’entrepreneuriat en milieu scolaire : de quoi s’agit-il?

Pépin

2011

mje

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Depuis 2001, l’entrepreneuriat fait partie des orientations curriculaires défendues au sein du Programme de formation de l’école québécoise. Cependant, l’éducation entrepreneuriale demeure une notion ambiguë. Un examen attentif du mouvement de l’éducation entrepreneuriale permet de préciser selon quelle(s) finalité(s) éducative(s) il est possible de comprendre cette volonté d’introduire l’entrepreneuriat dans la scolarité de base des élèves (primaire et secondaire). Ceci spécifié, la particularité de l’approche entrepreneuriale en éducation (enterprise education) est exposée.Since 2001, entrepreneurship has been part of the curricular orientations defended by the Québec Education Program. However, enterprise education remains an ambiguous notion. A critical examination of the enterprise education movement enables us to specify through which educational objective(s) the desire of introducing entrepreneurship to students’ basic schooling (primary and secondary) comes about. Identifying these objectives clarifies the nuances and particularities of enterprise education

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Section: Les Finalités De L'éducation Entrepreneurialeunclassified

Section: Des Savoir-être à Développer…unclassified

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L’entrepreneuriat en milieu scolaire : de quoi s’agit-il?

Pépin

2011

mje

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“…Enterprise and entrepreneurship education are issues of social, economic and political concern and there are a number of definitions as to what might be involved (Caird, 1990;Levie, 1999, Cummins andDallat, 2004). Despite the doubt and ambiguity surrounding the meaning, nature and purpose governments worldwide are increasingly promoting entrepreneurship and enterprise education as a vehicle to address social and economic ills (Gibb and Cotton, 1998;Iredale, 2002).…”

Section: Enterprise Educationmentioning

confidence: 99%

Case study: international development in Ukraine

Jones

Iredale

2008

Journal of Enterprising Communities: People and Places in the Global Economy

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Purpose -This article aims to report on a Department for International Development (DFID) funded enterprise education programme in Ukraine, managed by the University of Durham. It seeks to offer a description and explanation of the programme along with an analysis of its rationale, operation and workings. The focus is on the method used to transfer, adapt and apply a programme for the introduction of enterprise education from the UK to Ukraine. Design/methodology/approach -A partnership-based framework of analysis that underpins the actual workings of the programme is detailed. Issues affecting societies and economies in transition are explored with a specific focus on Ukraine. The programme rationale and its operational workings are discussed before revealing the key findings and their implications for theory and practice. Findings -In the transition economies of Eastern Europe, enterprise education can help bring about peaceful social and economic transformation. Enterprise education helps to establish the principle that in a free society starting a business is not just a right of all citizens but it is within their capabilities. The concept is liberating and liberalising and is a tool that encourages, advocates and advances freedoms and opportunities. It can help stimulate innovation and entrepreneurship and as a tool of empowerment it can help people cope with and adapt to an uncertain economic future. Originality/value -The paper shows that in recognising the educational value of "positive mistake making" a more "can do", calculated risk-taking attitude can be fostered to encourage enterprise and entrepreneurship. It also illustrates that the development of teaching resources is essential and needs to be done in context making it relevant to local conditions and circumstances.

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“…It is not a question of denying the interest or utility of "entrepreneurial" characteristics per se but instead of recalling that "ideal" definitions of enterprising students are not operational and thus offer no support for structuring a coherent education around the notion of being enterprising (Cummins and Dallat, 2004). Indeed, having a list of characteristics to hand by no means guarantees having the capacity to develop these qualities in students.…”

Section: Introductionmentioning

confidence: 99%

Enterprise education: a Deweyan perspective

Pépin

2012

Education + Training

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Purpose -The purpose of this paper is to propose a framework of reflection that opens the way to a fuller understanding of what is meant by learning to be enterprising in schools, particularly during the basic schooling of students (at both the primary and secondary levels). Working from Dewey's philosophy of experience, the paper advances a new definition, in processual terms, of being enterprising and a related model of learning to be enterprising. Design/methodology/approach -The backdrop of this theoretical article is enterprise education, currently associated with a broader view of entrepreneurship. The text begins with a critique of existing definitions of being enterprising, showing their limitations from an educational point of view. It then proposes an exploration of Dewey's philosophy of experience and its educational corollaries, all with a view to sketching out a model of learning to be enterprising. Findings -John Dewey's philosophy of experience provides a basis for characterizing the notion of being enterprising in relation to two distinct phases -namely, charting a guiding direction for the action to be undertaken and putting the plan of action to the test in experience. Dewey also highlights the importance of reflexivity throughout this entire process. The coherent structuring of these elements lays the groundwork for a model of learning to be enterprising that simultaneously takes into account action and reflection in the classroom entrepreneurial experience. Originality/value -Being enterprising is closely bound up with action, thus prompting many authors to set out a parallel between enterprise education and experiential learning, with most working from the model proposed by Kolb. The paper returns to the philosophical bases elaborated by Dewey and his vision of experiential learning, associated with his oft-quoted maxim of "learning by doing." The value of this conceptual effort consists in acquiring a more operational representation of learning to be enterprising in schools.

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Helping Teachers to Make Sense of How Enterprise and Entrepreneurship May Be Defined

Cited by 9 publications

References 15 publications

L’entrepreneuriat en milieu scolaire : de quoi s’agit-il?

L’entrepreneuriat en milieu scolaire : de quoi s’agit-il?

Case study: international development in Ukraine

Enterprise education: a Deweyan perspective

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