Progressionsmodel: Entreprenørskabs- og innovationsundervisning

Abstract

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.

How lower secondary pupils work with design in green entrepreneurship in STEM education competitions

“…Working with the Edison competition was, according to the teachers, hard to many pupils, particularly the lack of structure. The teachers need to scaffold in relation to pupils' abilities in the dimensions illustrated in the model for entrepreneurship education (Nybye & Rasmussen, 2014), on their abilities for action, creativity, understanding the outside world, and personal attitude. Some pupils, i.e.…”

“…We use the term competence to refer to competence, skill, and ability. (2) Some definitions of entrepreneurship include innovation (Carcamo-Solís et al, 2017;European Commission, 2011), while others refer to entrepreneurship and innovation (Danish Ministry of Education, 2018a;Nybye & Rasmussen, 2014). Again, it is beyond the scope of this paper to go any deeper into an analysis of these terms.…”

“…The Danish Foundation for Entrepreneurship [hereafter Foundation] is a non-profit organisation and the national knowledge centre for developing entrepreneurship teaching for all levels in Denmark. The Foundation (Nybye & Rasmussen, 2014) defines entrepreneurship as not solely connected with the start-up of new businesses, it also encompasses cultural and social entrepreneurship presented in a four-dimensional model for entrepreneurship education (Fig. 1): How lower secondary pupils work with design in green… 1 3…”

“…Although the Foundation and the Danish curriculum have a clear definition of entrepreneurship, the literature on international level is in general not clear about entrepreneurship and its integration in education (Palmer & Johansson, 2018). One reason is a lack of knowledge about which types of teaching have which learning effects, and uncertainty about the purpose of such teaching (Fiet, 2001;Nybye & Rasmussen, 2014). Different actors also have different definitions.…”

“…Hence, we see that there are many connections between entrepreneurship and science. As stated above, the entrepreneurship model (Nybye & Rasmussen, 2014) does not have a clear process aspect. Such a process aspect is, however, very clear in various engineering design models, which we will discuss below.…”