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Kåre Moberg | FFE-YE Effektmåling Marts 2013 1
Kåre Moberg The Danish Foundation
for Entrepreneurship - Young Enterprise
The Department for Strategic
Management and Globalization
Entrepreneurship Education from ABC to PhD
Kåre Moberg | FFE-YE Effektmåling Marts 2013 2
Fonden for Entreprenørskab – Young Enterprise
In 2010 four ministries agreed on a strategy for entrepreneurial education at all levels of education – from ABC to PhD
o The mission of FFE-YE is to implement this strategy (funding, consulting, train the trainers, own educational activities, and...
o to function as a research and knowledge centre Study the effects of different types of educational initiatives o Follow 6 000 ninth-graders (started in 2011) o Follow 1 800 master students from 18 different programmes
(started 2011) o Survey Company Programme (secondary level) o Survey Edison (primary – sixth-graders) o ASTEE – EU-project surveying entrepreneurial competences in 15
European countries at all levels of education (10 000+ respondents)
Some concepts…
o Cognitive skills are characterized by a high level of declarative knowledge. These skills are easy to codify and examine. The education system has a long experience of teaching these "skills". Cognitive skills are typically easy for individuals with a high IQ to acquire.
o Non-cognitive skills are, as the name suggests, all other skills which in many respects have little to do with the individuals IQ, such as character abilities and social skills (concentration, persistence, motivation, self-esteem, self-control, creativity, etc.). These skills are difficult to codify and assess with ordinary tests.
Cognitive and Non-cognitive skills
Entrepreneurial skills can both be of a o cognitive nature (evaluate business ideas, start a
company, financial literacy) o non-cognitive nature (come up with ideas, creative
thinking, transform ideas into action, sense of initiative, create and realize new activities)
o EE which focuses on fostering cognitive entrepreneurial skills is often content-oriented and structured as a sole standing discipline (how to start a company) the goal is to create more entrepreneurs
o EE which focuses on fostering non-cognitive is often pedagogy-oriented and embedded across the curricular (entrepreneurial pedagogy) the goal is to create more enterprising individuals
Bliver du entreprenøriel, lille ven?
Which types of learning activities promote engagement and spurs interest and motivation?
Self-determination theory (Ryan & Deci, 2000, 2006) o Autonomy o Competence o Relatedness Lead to intrinsic motivation (curiosity, enjoyment, interest) However… o School is compulsory – reflect what society believes students need
to learn o Teachers must work with large classes o Classrooms are social settings – not only personal disappointment
but also public embarrassment when failing o Students are graded
Students do not necessarily need to enjoy school activities, but they need to perceive them as having value, being meaningful, and worthwhile
o Authentic and challenging tasks, which are novel and have personal meaning (Helme & Clarke, 2001)
o Meet five requirements: (1) fun; (2) authentic; (3) collaborative; (4) provide opportunities for pupils to assume ownership of their conception; and (5) permit diverse forms of talents (Newman, 1991).
o 1) skill variety (many different skills o 2) task identity (holistic) o 3) task significance (provide value to others) o What does this mean to me? o How can I use this? (Illeris, 2006)
When the focus is on teaching non-cognitive entrepreneurial skills
o The focal-point of learning is the students’ own motivation and interests
o The tasks and projects are authentic, varied and performed from A to Z, and they involve stakeholders from the local community
o Teachers should provide sufficient scaffolding and support the student in their learning process (mentor and guide more than an expert).
When the focus is on teaching cognitive entrepreneurial skills
o The teachers often have to struggle with a relevance problem
o Since students in this age group are far away from the labour market
o The usefulness should be presented in positive terms (self-employment is often perceived as taking place in a hostile and competitive environment)
Kåre Moberg | FFE-YE Effektmåling Marts 2013 13
The Sample
• 2,000 students born 1997 – 1st survey (40.1%) • 801 students (ninth-graders)
• 2,000 students born 1996 – 1st (46.9%) and 2nd (61.4%) surveys • 576 students (tenth-graders)
Non-Cognitive Skills
Cognitive Skills
Entrep. Intentions
School Engagement
+
+ -
-
1996: X²=175.95(df:71) RMSEA=.054(.044;.064) CFI=.967 TLI=.957 SRMR=.038 1997: X²=160.82 (df:71) RMSEA=.043(.034;.052) CFI=.977 TLI=.970 SRMR=.039
Non-academic background
+
Non-Cognitive Skills
Cognitive Skills
Entrep. Intentions
-
Connectedness to Classmates
Action-Based Teaching Methods
School Engagement
+
-
+
+
Teacher Support
+
+
1996: X²=379.33(df:158) RMSEA=.052(.045;.059) CFI=.952 TLI=.942 SRMR=.056 1997: X²=433.65 (df:158) RMSEA=.051(.045;.057) CFI=.951 TLI=.941 SRMR=.059
*Only associations that have a p-value of .05 or lower are presented
As a Profession (n= 58) Control (n=330) DID (n=388)
Variable Pre Post Diff Sig. Pre Post Diff Sig. DID Sig.
School 5.51 5.69 .18 * 5.57 5.67 .10 ** .023
Classmates 5.61 5.76 .15 5.60 5.58 -.02
.100
Teacher support 4.97 5.36 .39 ** 5.05 5.07 .02 .216
Attitudes 5.43 5.80 .37 * 5.44 5.63 .19 *** .182
Intentions 4.09 4.36 .27 3.73 4.03 .30 *** -.001
Intrinsic Motivation 4.38 4.69 .31 * 4.65 4.67 .02 .142
Extrinsic Motivation 4.87 5.01 .13 5.13 4.96 -.17
** .182
Action-based Pedagogy 4.93 5.70 .77 *** 4.95 4.97 .02 .537 ***
Non-cognitive education 3.96 4.84 .88 *** 3.86 3.95 .09 .846 ***
Focus on Entrepreneurial Content
Focus on Entrepreneurial Pedagogy
As a Method (n= 87) Control (n=301) DID (n=388)
Variable Pre Post Diff Sig. Pre Post Diff Sig. DID Sig. School 5.61 5.88 .27 *** 5.55 5.61 .06 .223 ***
Classmates 5.50 5.80 .30 *** 5.63 5.55 .08 .290 ***
Teacher support 4.89 5.41 .52 *** 5.08 5.02 .06 .434 ***
Attitudes 5.51 5.76 .25 5.42 5.63 .21 *** .083
Intentions 3.82 4.24 .42 *** 3.78 4.04 .26 *** .115
Intrinsic Motivation 4.64 4.92 .28 * 4.60 4.59 -.01 .325 ***
Extrinsic Motivation 5.18 5.10 -.08 5.07 4.93 -.14 .147
Action-based Pedagogy 4.82 5.40 .58 *** 4.99 4.98 -.01 .385 **
Cognitive education 1.97 2.55 .58 *** 2.46 2.33 -.13 .490 ***
5,2
5,3
5,4
5,5
5,6
5,7
5,8
5,9
6
2012 2013
All
Method
Non-academic
School engagement
5,1
5,2
5,3
5,4
5,5
5,6
5,7
5,8
5,9
2012 2013
All
Method
Non-academic
Classmates
4,4
4,5
4,6
4,7
4,8
4,9
5
5,1
5,2
5,3
5,4
5,5
2012 2013
All
Method
Non-academic
Teacher Support
4
4,1
4,2
4,3
4,4
4,5
4,6
4,7
4,8
4,9
5
2012 2013
All
Method
Non-academic
Intrinsic Motivation
Kåre Moberg | FFE-YE Effektmåling Marts 2013 22
How can you implement this in your own teaching?
Wentzel, K.R. & Brophy, J.E. 2013. Motivating Students to Learn. Routledge.
Tough, P. 2012. How children succeed: Grit,
curiosity and the hidden power of character. Houghton Mifflin Harcourt Publishing Company.
Tak! Kåre Moberg
www.ffe-ye.dk www.asteeproject.eu
Non-Cognitive Skills
Cognitive Skills
Entrep. Intentions
School Engagement
.19(.25)
.28 (25)
-.21 (-.11)
-.20 (-.23)
1996: X²=175.95(df:71) RMSEA=.054(.044;.064) CFI=.967 TLI=.957 SRMR=.038 1997: X²=160.82 (df:71) RMSEA=.043(.034;.052) CFI=.977 TLI=.970 SRMR=.039
*Only associations that have a p-value of .05 or lower are presented **The results for the younger pupils born in 1997 are presented within parentheses
Non-Cognitive Skills
Cognitive Skills
Entrep. Intentions
-.19 (-.12)
Connectedness to Classmates
Action-Based Teaching Methods
School Engagement
+.47 (+.43)
(-.30)
+.44 (+.40)
+.31(+.46)
Teacher Support
+.28 (+.27)
+.36 (+.33)
1996: X²=379.33(df:158) RMSEA=.052(.045;.059) CFI=.952 TLI=.942 SRMR=.056 1997: X²=433.65 (df:158) RMSEA=.051(.045;.057) CFI=.951 TLI=.941 SRMR=.059
*Only associations that have a p-value of .05 or lower are presented **The results for the younger pupils born in 1997 are presented within parentheses
Schooldays over…
