A3 Book section, chapters in research books

Developing Entrepreneurship Education in Europe: Teachers’ Commitment to Entrepreneurship Education in the UK, Finland and Spain


Open Access publication

Publication Details
Authors: Seikkula-Leino Jaana, Ruskovaara Elena, Pihkala Timo, Diego Rodríguez Iván, Delfino Jane
Editors of book: Fayolle, Alain; Kariv, Dafna; Matlay, Harry
Publishing place: Cheltenham, UK
Publication year: 2019
Language: English
Title of parent publication: The Role and Impact of Entrepreneurship Education. Methods, Teachers and Innovative Programmes
ISBN: 978-1-78643-822-5
eISBN: 978-1-78643-823-2
JUFO-Level of this publication: 2
Open Access: Open Access publication
Location of the parallel saved publication: http://urn.fi/URN:NBN:fi-fe2019070222608

Abstract


Entrepreneurship
education is increasingly promoted in the European Union, and European countries
are fast developing their policies for entrepreneurship education. It seems
however that schools and teachers have difficulties in implementing
entrepreneurship education in their work. This paper concerns teachers’ ability
to commit to entrepreneurship education, especially to its aims, implementation,
and outcomes. The study applies a qualitative methodology, analyzing responses
from 61 teachers from the UK, Spain, and Finland. The results of the study
suggest that teacher commitment to entrepreneurship education is obstructed in
many ways. Overall, it seems that teachers have difficulties in explicating
their aims for entrepreneurship education. As such, the phenomenon seems
distant and teachers’ personal attachment to it may remain low. We suggest that
the measures to support policy level objectives are not targeted correctly or
cannot reach the schools and teachers that need them. We conclude that the
development of expectations for entrepreneurship education has been faster than
the development of teacher commitment. This is an important result as the
introduction of more sophisticated and complex approaches to entrepreneurship
education requires skillful and committed teachers as facilitators. Our results
suggest that teacher training on entrepreneurship education should be developed
further. In essence, the teachers’ knowledge of entrepreneurship education,
reflection upon it, and, finally, commitment to it can be assisted through
training programs. The paper contributes to entrepreneurship education research
in three ways. First, we identify teachers’ routes to commitment in
entrepreneurship education as well as the problems and hindrances obstructing
it. Second, with the analysis of teachers from three different countries (the
UK, Spain, and Finland), we identify the types of variation in commitment and
the reasons for the variance. Finally, the analysis shows how teachers’
commitment to entrepreneurship education is built in Europe.




Last updated on 2020-20-03 at 10:03