What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries

Hytti, Ulla; O’Gorman, Colm

doi:10.1108/00400910410518188

Cited by 402 publications

(367 citation statements)

References 20 publications

Supporting

Mentioning

345

Contrasting

Unclassified

Order By: Relevance

“…These faculty members need to be equipped to deliver courses, which are often less lecture driven, less theoretical and require a level of entrepreneurial behaviour. Research by Hytti and O'Gorman (2004) in a comparative study of entrepreneurship courses across a number of countries (Ireland being one), found that the trainers lacked the skills and information required about entrepreneurship to provide students with the necessary skills and knowledge for entrepreneurship education. They recommended the need for in-career training to support and address the needs of the trainers to ensure they are better equipped.…”

Section: Teaching Focusmentioning

confidence: 99%

“…Galloway and Brown (2002) also suggested that a "cross disciplinary approach" to enterprise education could influence a range of industry sectors including the arts, science and technology disciplines. Furthermore, Hytti and O'Gorman (2004) found that the more successful courses were those which integrated learning across the general educational experience and which introduced enterprise education into other courses. The innate abilities of an individual, coupled with the overall socio-economic environment (ease of establishing a new business, access to finance and advice as well as the prevailing cultural attitudes to entrepreneurship) are extremely important factors in determining whether they pursue an entrepreneurial path.…”

Section: Entrepreneurship Education -Responding To the Needs Of The Imentioning

confidence: 99%

See 1 more Smart Citation

Entrepreneurship education: towards an industry sector approach

Richardson

Hynes²

2008

Education + Training

View full text Add to dashboard Cite

Purpose -This paper considers the requirements for an industry sector approach to entrepreneurship education -The Information and Communications Technology (ICT) Sector. We present a modified Process Framework for Entrepreneurship Education focusing specifically on ICT. The primary components of the Process Framework are described (inputs, process and content, assessment and outputs) to assist in the design of relevant and targeted entrepreneurship education courses to create an entrepreneurial mindset for graduates in this sector. This Framework can be modified to suit courses focusing on other industry sectors.

show abstract

Section: Teaching Focusmentioning

confidence: 99%

Section: Entrepreneurship Education -Responding To the Needs Of The Imentioning

confidence: 99%

Entrepreneurship education: towards an industry sector approach

Richardson

Hynes²

2008

Education + Training

View full text Add to dashboard Cite

show abstract

“…Finland is exceptional, generally entrepreneurship education and training in schools internationally has received low ratings every year since expert surveys commenced in 2000 (Martinez et al, 2010) reflecting its priority in national educational policies. Hytti and O'Gorman (2004) reviewed 50 enterprise education programmes over four countries. They argued that the definition of enterprise education was less important than the understanding of enterprise as a subject that encompasses elements of business and entrepreneurship but which requires training of specialist staff.…”

Section: Policy Literaturementioning

confidence: 99%

Enterprise education in schools and the role of competency frameworks

Draycott

Rae

2011

International Journal of Entrepreneurial Behavior &Amp; Research

114

109

View full text Add to dashboard Cite

Purpose – The period 2002-2010 has seen significant growth in enterprise education in schools in England, accompanied by the growth of guidelines and frameworks to provide educational and assessment structures. This paper intends to explore the questions: What does “enterprise” mean in the context of 14-19 education? What is the purpose and contribution of competence frameworks and related structures for the learning and assessment of enterprise education? How effective are they? and How might enterprise education frameworks evolve in response to changes in the post- recessionary economic, employment and educational landscape?\ud \ud Design/methodology/approach – The paper conducts a critical review of competency frameworks introduced in England to assist with enterprise education primarily for the 14-19 age group. These are compared on the basis of their educational purpose and rationale (“why?”), their content (“what skills and knowledge they include”), and the approaches to teaching, learning and assessment they recommend (“how?”).\ud \ud Findings – The analysis discusses the following questions to reflect on the progress and direction of enterprise education: How broadly or narrowly should enterprise be defined? How useful is the term? Are the skills and related knowledge and attributes too broad or too soft?; and Is there too much emphasis on assessable outcomes, rather than on how enterprising learning takes place?\ud \ud Practical implications – The paper contributes to the development of enterprise education for researchers, policymakers and practitioners in schools at an important point in the economic, educational and political cycle.\ud \ud Originality/value – Enterprise education in schools requires critique of and reflection on what has been achieved, together with consideration of its future purpose, value, orientation and nature. There is a concern that the “delivery” of enterprise education takes place in ways which are not “enterprising” forms of learning, and that assessment drives the curriculum. Changes to definitions, frameworks and pedagogy are needed to clarify its future educational role

show abstract

“…Hytti and O'Gorman (2004) examined 50 educational institutions at different levels in Austria, Ireland and the United Kingdom and concluded that they used the following methods, respectively, according to their frequency of use in entrepreneurship education: Traditional teaching methods, business simulations and workshop studies, guidance, setting up a new business, study visits, games, and competitions and applied teaching.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

The Views of Class Teachers on Acquisition of Entrepreneurship Ability

Aladağ¹

2017

JETS

View full text Add to dashboard Cite

Aim of this study is to determine the views of class teachers on the acquisition of entrepreneurship abilities. With being a qualitative research, adopted approach is phenomenology. Study group was determined by a suitable sampling method. The study group included eight classroom teachers working in primary schools in Aydın. The data of the study were collected using a semi-structured interview technique based on qualitative research. Content analysis method was used in the analysis of the data. At the end of the study, four main themes were reached. These themes; entrepreneurship abilities in teaching programs, methods and techniques in transferring entrepreneurship abilities, difficulties in transferring entrepreneurship abilities, and suggestions for transferring entrepreneurship abilities. All of the class teachers who participated in the study have the opinion that entrepreneurship abilities must be included in the curriculum. Class teachers who expressed their views on the adequacy of teaching programs in terms of entrepreneurship abilities found their teaching programs inadequate. Teachers who participated in the study stated that they use the drama method most in their entrepreneurship abilities. Class teachers explained difficulties they encounter with problems with the program, student, parent, and school conditions. One of the main difficulties faced by teachers in the transfer of abilities is program-related problems. With the light of the data obtained, class teachers load the problems they experience into factors outside of themselves. They do not evaluate themselves in terms of desire, knowledge and skill.

show abstract

What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries

Cited by 402 publications

References 20 publications

Entrepreneurship education: towards an industry sector approach

Entrepreneurship education: towards an industry sector approach

Enterprise education in schools and the role of competency frameworks

The Views of Class Teachers on Acquisition of Entrepreneurship Ability

Contact Info

Product

Resources

About