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Entrepreneurship Education Creating Impact for Societies: Known Worlds and New Frontiers

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (29 February 2024) | Viewed by 10950

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Special Issue Editors

Prof. Dr. Jaana Seikkula-Leino

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Guest Editor

Department of Education, Faculty of Human Sciences, Mid Sweden University, Box 70., SE-891 22 Sundsvall, Sweden
Interests: entrepreneurship education; entrepreneurial competencies; impact; curriculum; strategy; assessment; digital education; teacher education

Prof. Dr. Slavica Singer

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Guest Editor

UNESCO Chair in Entrepreneurship Education, J.J. Strossmayer University of Osijek, 31000 Osijek, Croatia
Interests: entrepreneurship education; quintuple helix collaboration mode; entrepreneurial university; entrepreneurial/enterprising competences; assessment—from outputs to personal development (impact)

Dr. İsa Deveci

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Guest Editor

Department of Science Education, Faculty of Education, Kahramanmaras Sutcu Imam University, Avsar Yerleskesi 46100, Turkey
Interests: science teacher education; entreprenurship in science education; E-STEM; entrepreneurial competencies

Special Issue Information

Dear Colleagues,

Over the last two decades, the entrepreneurship discipline has evolved from the study of entrepreneurs and the economics of entrepreneurship to a much broader subject that includes, for example, the promotion of entrepreneurial behavioral patterns in businesses, individuals and institutions, university–industry–government collaboration, start-ups and scale-ups, entrepreneurial aspirations and orientation. (Belitski & Heron, 2017; Bonaccorsi et al., 2013.) Furthermore, entrepreneurial ecosystems have emerged as efficient mechanisms for business community engagement and the transfer of knowledge, creating value for society. Impact creation is also emphasized in the academic discussion of entrepreneurship and entrepreneurial ecosystems. (Lahikainen et al., 2019.) However, it is challenging to verify its overall impact (Bornmann, 2013; Bornmann, 2016). Undoubtedly, it is also challenging to assess the impact of entrepreneurship education (e.g., Tehseen & Haider, 2021).

Co-creation and engagement are both emphasized when discussing entrepreneurial ecosystems. Furthermore, entrepreneurial competence is emphasized. Thus, a university's broader social role, for example, extends beyond the traditional academic core based on education and research missions (e.g., Laredo, 2007). The ability to balance regional stakeholders' and education systems' expectations (Charles et al., 2014; Salomaa and Charles, 2019) requires the university’s strategic organizational capacity to be enhanced, the systematic development of bridging mechanisms and entrepreneurial skills within educational institutions, and the individual abilities of both staff and learners to adapt and thrive in ever-changing circumstances. These issues are addressed in the context of entrepreneurship education; according to many scholars (Deveci & Seikkula-Leino, 2018; Frank 2007; Berglund and Johansson 2007; Halberstadt et al., 2019; Seikkula-Leino et al., 2021), entrepreneurial activities involve the ability to identify and solve problems, seek and create new opportunities, be creative, take risks, collaborate, and innovate.

In this Special Issue, we provide an overview of how entrepreneurship education can strengthen impact creation. Traditional academic education must be critically re-evaluated to learn what kind of competencies we need to foster in order to improve the well-being of societies. How should education and learning be reshaped? What are our key strategies and tools? What roles do different actors play in entrepreneurial ecosystems?

Therefore, this Special Issue will focus on the following topics:

How can we reshape traditional education by integrating entrepreneurial ecosystems to drive societal change?
How can we depart from the mono-disciplinary approach toward the concept of relevant knowledge (integrated knowledge based on experiential learning)?
How could entrepreneurship education change the role of educators, policymakers, stakeholders, and learners?
How could entrepreneurship education respond to the challenges of entrepreneurial ecosystem creation? Policy recommendations, as well as suggestions for strategy and curriculum design and educational programs, are welcome.
What are the future competencies required? Does the shift from more discipline-orientated education address the required competencies and skills of working life?
How could different education sectors or groups promote entrepreneurial learning as a life-long competence?
How do entrepreneurial activities, social impacts, and entrepreneurial ecosystems relate to each other?

You might present new knowledge to the field from a novel angle, or you could present, e.g., an article with a multidisciplinary approach and new types of research openings or results. What could be your contribution be to entrepreneurship education research when we consider “the known worlds and new frontiers”?

Both conceptual and empirical papers are welcome. Potential contributors are welcome to contact the Guest Editors before the 1st of February 2024. The submission deadline is 29 February 2024.

References:

Deveci, I. & J. Seikkula-Leino. 2018. A Review of Entrepreneurship Education in Teacher Education. Malaysian Journal of Learning and Instruction, vol 15, no 1, 105-148.

Bornmann, L., 2013. What Is Societal Impact of Research and How Can It Be Assessed? A Literature Survey. Journal of the American Society for Information Science and Technology. 64(2): 217-233.

Bornmann, L., 2016. Measuring impact in research evaluations: a thorough discussion of methods for, effects of and problems with impact measurements. High Educ (2017) 73:775–787. DOI 10.1007/s10734-016-9995-x

Belitski, M., & Heron, K. (2017). Expanding entrepreneurship education ecosystems. Journal of Management Development, 36(2), 163–177.

Bonaccorsi, A., Colombo, M.G., Guerini, M. and Rossi-Lamastra, C. (2013), “University specialization and new firm creation across industries”, Small Business Economics, Vol. 41 No. 4, pp. 837–863

Berglund, K., & Johansson, A.W. (2007). Entrepreneurship, Discourses and Conscientization in Processes of Regional Development. Entrepreneurship & Regional Development, 19 (6), 499–525.

Charles, D., Kitagawa, F. and Uyarra, E. (2014). University in Crisis? - new challenges and strategies in two English city-regions, Cambridge Journal of Regions, Economy and Society, pp. 327–348.

Frank, A. I. (2007). Entrepreneurship and Enterprise Skills: A Missing Element of Planning. Education. Planning, Practice & Research, 22(4), 635-648.

Halberstadt, J., Schank, C., Euler, M, & R. Harms. 2019. Learning Sustainability Entrepreneurship by Doing: Providing a Lecturer-Oriented Service Learning Framework. Sustainability, 11(5), 1217. Retrieved on from https://doi.org/10.3390/su11051217

Laredo, P. (2007). Revisiting the Third Mission of Universities: Toward a Renewed Categorization of University Activities?, Higher Education Policy, Volume 20, Issue 4.

Lahikainen K, Kolhinen J, Ruskovaara E, Pihkala T. Challenges to the development of an entrepreneurial university ecosystem: The case of a Finnish university campus. Industry and Higher Education. 2019;33(2):96-107. doi:10.1177/0950422218815806

Salomaa, M. & Charles, D. (2019). The university third mission and the European Structural Funds in peripheral regions: Insights from Finland. RUNIN Working Paper series 07/2019. https://ris.utwente.nl/ws/portalfiles/portal/138694426/07.2019_Salomaa_Charles.pdf

Seikkula-Leino, J.; Salomaa, M.; Jónsdóttir, S.R.; McCallum, E.; Israel, H. EU Policies Driving Entrepreneurial Competences—Reflections from the Case of EntreComp. Sustainability 2021, 13, 8178. https://doi.org/10.3390/su13158178

Tehseen, S.; Haider, S.A. Impact of Universities’ Partnerships on Students’ Sustainable Entrepreneurship Intentions: A Comparative Study. Sustainability 2021, 13, 5025. https://doi.org/10.3390/su13095025

Prof. Dr. Jaana Seikkula-Leino
Prof. Dr. Slavica Singer
Dr. İsa Deveci
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

entrepreneurship education
entrepreneurial learning
entrepreneurial ecosystem
impact

Published Papers (5 papers)

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Research

15 pages, 453 KiB

Open AccessArticle

Entrepreneurship Education: Examining Long-Term Effects of a Practical Program Implemented in Children

by Fanny-Yumayra Reyes-Aceves, Leonardo Ramos-Lopez and Alejandro Mungaray-Lagarda

Educ. Sci. 2023, 13(9), 894; https://doi.org/10.3390/educsci13090894 - 4 Sep 2023

Viewed by 959

Abstract

Entrepreneurship education (EE) plays a crucial role in equipping individuals with the necessary competences to thrive in an increasingly dynamic and competitive world. By fostering entrepreneurial competencies, recognizing individual abilities, and promoting innovation and creativity, EE contributes to personal growth, employability, and economic development. This document presents an analysis conducted on the entrepreneurial competencies (EC) of students in San Quintin, Baja California, Mexico, who have participated in a practical EE program over the past 5 years. To conduct the analysis, a questionnaire was administered to both a control group and an experimental group, and the data were captured in the SPSS V23 software for interpretation. The results demonstrate a significant correlation between EE programs and EC developed by the students in the experimental group. Therefore, it is recommended to promote and sustain such initiatives, aiming for their long-term continuity, strengthening, and growth. Full article

(This article belongs to the Special Issue Entrepreneurship Education Creating Impact for Societies: Known Worlds and New Frontiers)

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17 pages, 1100 KiB

Open AccessArticle

How Effective Is Entrepreneurship Education in Schools? An Empirical Study of the New Curriculum in Spain

by Margarita Núñez-Canal, Roberto Sanz Ponce, Arantxa Azqueta and Elisabet Montoro-Fernández

Educ. Sci. 2023, 13(7), 740; https://doi.org/10.3390/educsci13070740 - 19 Jul 2023

Cited by 5 | Viewed by 3247

Abstract

This research analyzes the results of an entrepreneurship education program focused on knowledge and attitudes in 1036 students of secondary education, high school, and vocational training, differentiated into two groups, control and experimental. It analyzes the outcomes after incorporating entrepreneurship content into the school curriculum and participating in a program of entrepreneurial potential, which develops creativity, leadership, personal control, achievement motivation, and problem-solving. Non-parametric statistics were used to assess the influence of the acquisition of entrepreneurial knowledge on the gender, age, school ownership, and socio-educational level of the parents. This study shows that students with a positive attitude towards entrepreneurship improve their entrepreneurial knowledge and that the impact is more significant if they participate in the specific program. The results are not significant for the variables gender, school type, and parents’ level of education, but they are significant for age and school level. The effectiveness of including content on entrepreneurship in the curriculum and the specific program is ratified. It is proposed to reinforce education in entrepreneurial knowledge that strengthens the students’ identity and future entrepreneurial intention. Full article

(This article belongs to the Special Issue Entrepreneurship Education Creating Impact for Societies: Known Worlds and New Frontiers)

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16 pages, 317 KiB

Open AccessArticle

Developing Entrepreneurial Society: Have We Ignored the Opportunities of Preschool Education?

by Jaana Seikkula-Leino, Marcia Håkansson Lindqvist, Svanborg R. Jónsdóttir, Sara M. Ólafsdóttir and Priti Verma

Educ. Sci. 2023, 13(7), 736; https://doi.org/10.3390/educsci13070736 - 19 Jul 2023

Cited by 1 | Viewed by 1263

Abstract

Entrepreneurship education has much potential to act as the main driver for society, which promotes well-being, economic sustainability, and solving global wicked challenges, such as climate change. Thus, education strategies and political programs emphasize that entrepreneurship education or strengthening entrepreneurs’ activities should occur through the educational system. However, entrepreneurship education has its roots in adult education or teaching older students. In addition, the field reflects a business orientation, making it difficult for the theme to be integrated into education for young children. In this paper, we study “How has entrepreneurship education been studied in the preschool context?”. This study utilizes a semi-structural literature review which was conducted in the fall of 2022. This approach allows for a better understanding of complex areas within a given research topic, such as studying entrepreneurship education in the context of preschool education. Eleven peer-reviewed studies were included in the analysis. The articles were coded deductively and inductively using a concept-centric approach. The results show the potential of entrepreneurship education to be utilized more in educating young children if we want to develop societies more ambitiously. In general, more research is needed in the field. Furthermore, there is a need to study what happens in entrepreneurship education preschool interventions and what results can be achieved. Our research can also contribute to preparing educational strategies and developing curricula, providing ideas to early childhood educators. Full article

(This article belongs to the Special Issue Entrepreneurship Education Creating Impact for Societies: Known Worlds and New Frontiers)

22 pages, 906 KiB

Open AccessArticle

Entrepreneurship Education with Purpose: Active Ageing for 50+ Entrepreneurs and Sustainable Development for Rural Areas

by Tarja Römer-Paakkanen and Maija Suonpää

Educ. Sci. 2023, 13(6), 572; https://doi.org/10.3390/educsci13060572 - 1 Jun 2023

Cited by 2 | Viewed by 2095

Abstract

As older people have accumulated more developed networks, stronger financial positions and a greater ability to leverage resources and create more credible businesses, they are better placed to start new and more successful businesses than the younger generation. This paper presents the research that has been conducted for the ENTRUST project, which aims at designing an entrepreneurship training programme for people aged 50+ who are interested in creating new businesses to foster the sustainable development of rural areas and to provide services to tourists or other businesses that support tourism in rural areas. The results of the surveys for potential 50+ entrepreneurs (72 respondents) and experts in rural development and tourism organizations (100 respondents) show that there are perceived business opportunities in rural areas for experienced 50+ professionals. There is also a high demand for training targeted at rural tourism entrepreneurs. The interviews of experienced 50+ entrepreneurs (8) who work in cooperation with the rural community show that 50+ entrepreneurs find their work meaningful and that they want to continue working “as long as their health allows”. They greatly value the opportunity to develop the rural area and to be involved in preserving its historical and cultural heritage. Full article

(This article belongs to the Special Issue Entrepreneurship Education Creating Impact for Societies: Known Worlds and New Frontiers)

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21 pages, 661 KiB

Open AccessArticle

Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

by Arantza Arruti and Jessica Paños-Castro

Educ. Sci. 2023, 13(5), 488; https://doi.org/10.3390/educsci13050488 - 11 May 2023

Cited by 1 | Viewed by 1690

Abstract

Different studies highlight the importance of developing entrepreneurial competence (EC) from the earliest educational levels, as well as during the teacher training stages, as they are considered to be facilitating and transforming agents in the integral development of students. The purpose of this research is to analyse the self-perceived level of knowledge and implementation of EC among active teachers from non-university centres managed by the Sagrada Familia Foundation, Spain. After designing a questionnaire based, among others sources, on EntreComp and EntreCompEdu frameworks, an expert judgement was carried out. A total of 326 participants answered the questionnaire. The result show that more than 70% of respondents had not heard about EntreComp and EntreCompEdu; more than 50% had no knowledge of entrepreneurial education (EE); and the respondents as a whole stand out in terms of perseverance, motivation, autonomy, decision-making and teamwork; only 14–18% of respondents plan subjects that pay attention to ECs. Moreover, almost 50% of respondents state that they use participatory learning methodologies, while only 13% believe that when evaluating pupils’ performance, it is necessary to support sharing achievements and progress with internal and external agents; only a further 15% involve students in the assessment process. We must advocate and work for the development of ‘teacherpreneurs’, and start developing EC in all stages of teacher training. Full article

(This article belongs to the Special Issue Entrepreneurship Education Creating Impact for Societies: Known Worlds and New Frontiers)

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