A4 Vertaisarvioitu artikkeli konferenssijulkaisussa
Developing entrepreneurship education skills among higher education teachers : lessons learned in IDEATE project
Tekijät: V. Hautala, K. Paasio
Toimittaja: L. Gómez Chova, A. López Martínez, I. Candel Torres
Konferenssin vakiintunut nimi: International Technology, Education and Development Conference
Kustannuspaikka: Valencia, Spain
Julkaisuvuosi: 2016
Journal: INTED proceedings
Kokoomateoksen nimi: INTED2016 Proceedings
Aloitussivu: 7224
Lopetussivu: 7231
Sivujen määrä: 8
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
DOI: https://doi.org/10.21125/inted.2016.0708
Verkko-osoite: https://library.iated.org/publications/INTED2016
Tiivistelmä
As Europe is not fully exploiting its
entrepreneurial potential, education has an important role to play. For
instance, the EU 2020 strategy highlights the need to embed creativity,
innovation and entrepreneurship into education. There is a need to
stimulate the entrepreneurial mindsets of young people and to create a
more favorable societal climate for entrepreneurship. (Effects and
impact of entrepreneurship programmes in higher education, 2012).
Entrepreneurship
Education (EE) is seen as a way to provide skills which the students
will need in the changing work life in future. It sets challenges to the
way of teaching and the current paradigm of pedagogics. Teaching
entrepreneurship requires different methods than the “conventional” way
of education (Gibb 1996, Fayolle 2006). It requires a new approach based
on action and practice.
In order to implement the new approach
with novel teaching methods, it is utterly important to train the
teachers (Ruskovaara and Pihkala 2015). A short teacher training on EE
is able to introduce entrepreneurship as a concept, objectives of EE, a
concept of entrepreneurial pedagogy as well as some methods to foster
students’ entrepreneurial attitude. The primary goal of such a training
is to affect teachers’ perceptions and attitudes towards
entrepreneurship.
The IDEATE project financed by the Life Long
Learning Programme of the EU aimed at changing higher education (HE)
through the use of innovative, interdisciplinary teaching methods and
enabled to develop and run a teacher training programme for HE teachers.
The IDEATE teacher training was run in four countries, Finland,
Lithuania, Slovenia and UK. In this article we concentrate on the
development of the teacher training that is what is a suitable form and
content of such a training. In addition, this paper describes the
content and methods of the teacher training executed in the IDEATE
project (total number of participants 56). The pilot of the training was
held at University of Turku, Finland and the three following trainings
at Vilnius Business College, Lithuania, University of Nova Gorica,
Slovenia and Staffordshire University, UK. The writers were involved in
the development and delivery of the trainings. The trainings are
evaluated by the feedback of the participants in the end of the
trainings and also by the discussions with the participant and by
critical evaluation of the writers themselves.
The paper
describes the EE for HE teachers developed and the progress done after
the pilot training. The paper discusses the goals and the content of the
training and reviews it with help of evaluations gathered. The paper
identifies some differences between the four countries.
The
recommendations for a good teacher training in EE are presented. The
training should include broad view to entrepreneurship and EE, which
makes it relevant to teachers from different disciplines. The training
should make the EE feasible for the HE teachers by introducing practical
pedagogy as well as new tools and methods to implement EE.
To
summarize, a two days training for HE teachers can be an initiation to
introduce EE to the HE and give new insight how to implement aspects of
entrepreneurship into the teaching of any discipline.
As Europe is not fully exploiting its
entrepreneurial potential, education has an important role to play. For
instance, the EU 2020 strategy highlights the need to embed creativity,
innovation and entrepreneurship into education. There is a need to
stimulate the entrepreneurial mindsets of young people and to create a
more favorable societal climate for entrepreneurship. (Effects and
impact of entrepreneurship programmes in higher education, 2012).
Entrepreneurship
Education (EE) is seen as a way to provide skills which the students
will need in the changing work life in future. It sets challenges to the
way of teaching and the current paradigm of pedagogics. Teaching
entrepreneurship requires different methods than the “conventional” way
of education (Gibb 1996, Fayolle 2006). It requires a new approach based
on action and practice.
In order to implement the new approach
with novel teaching methods, it is utterly important to train the
teachers (Ruskovaara and Pihkala 2015). A short teacher training on EE
is able to introduce entrepreneurship as a concept, objectives of EE, a
concept of entrepreneurial pedagogy as well as some methods to foster
students’ entrepreneurial attitude. The primary goal of such a training
is to affect teachers’ perceptions and attitudes towards
entrepreneurship.
The IDEATE project financed by the Life Long
Learning Programme of the EU aimed at changing higher education (HE)
through the use of innovative, interdisciplinary teaching methods and
enabled to develop and run a teacher training programme for HE teachers.
The IDEATE teacher training was run in four countries, Finland,
Lithuania, Slovenia and UK. In this article we concentrate on the
development of the teacher training that is what is a suitable form and
content of such a training. In addition, this paper describes the
content and methods of the teacher training executed in the IDEATE
project (total number of participants 56). The pilot of the training was
held at University of Turku, Finland and the three following trainings
at Vilnius Business College, Lithuania, University of Nova Gorica,
Slovenia and Staffordshire University, UK. The writers were involved in
the development and delivery of the trainings. The trainings are
evaluated by the feedback of the participants in the end of the
trainings and also by the discussions with the participant and by
critical evaluation of the writers themselves.
The paper
describes the EE for HE teachers developed and the progress done after
the pilot training. The paper discusses the goals and the content of the
training and reviews it with help of evaluations gathered. The paper
identifies some differences between the four countries.
The
recommendations for a good teacher training in EE are presented. The
training should include broad view to entrepreneurship and EE, which
makes it relevant to teachers from different disciplines. The training
should make the EE feasible for the HE teachers by introducing practical
pedagogy as well as new tools and methods to implement EE.
To
summarize, a two days training for HE teachers can be an initiation to
introduce EE to the HE and give new insight how to implement aspects of
entrepreneurship into the teaching of any discipline.
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