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Purpose/goal

  • To share the EntreComp framework.
  • To share a definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work.

Duration

Just reading the paper could take aroun 4 hours.

This paper could be worked autonomously or work in teams.

The learner could read it guided by the lecturer or work it using different methosologies.

There is not a fixed time as it depends on the number of questions proposed.

Material

See: https://www.researchgate.net/publication/305991942_Bacigalupo_M_Kampylis_P_Punie_Y_Van_den_Brande_G_2016_EntreComp_The_Entrepreneurship_Competence_Framework_Luxembourg_Publication_Office_of_the_European_Union_EUR_27939_EN

Shortened URL: https://bit.ly/2IkSnkl

Description

Abstract

The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented in this report proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work. Developed through a mixed-methods approach, the EntreComp framework is set to become a reference de facto for any initiative aiming to foster entrepreneurial capacity of European citizens. It consists of 3 interrelated and interconnected competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each of the areas is made up of 5 competences, which, together, constitute the building blocks of entrepreneurship as a competence. The framework develops the 15 competences along an 8-level progression model and proposes a comprehensive list of 442 learning outcomes. The framework can be used as a basis for the development of curricula and learning activities fostering entrepreneurship as a competence. Also, it can be used for the definition of parameters to assess learners’ and citizens’ entrepreneurial competences.

Language(s)

English

Goal/Purpose

After this training course, participants (teachers/university students) should be able to

  1. Reflect on and understand how creativity, innovation, and entrepreneurial competencies are put into practice in an educational context.
  2. Recognize opportunities in their lessons that are suitable for an entrepreneurial project, develop and evaluate an idea, and present it to their colleagues and/or other actors.
  3. Gather and make use of feedback on the idea from potential users and external actors.
  4. Implement the idea
  5. Evaluate the implementation process

Duration

It can be used for a few sessions or over a longer period of time.

Material

Handbook (in German)

https://www.dkjs.de/fileadmin/Redaktion/Dokumente/themen/Jugend_Zukunft/Entrepreneur_Teaching_DKJS_2014.pdf

Description

The handbook gives practical advice and provides teachers and trainers details about how such a training course could be designed.        

The concept is based on the following understandings:

Personal experience: Only when teachers have learned themselves – that is, experienced in their own learning processes – what self-directed, creative learning feels like, will they be able to create an entrepreneurial culture among their pupils.

Reflection: The participants become aware of which approaches they already successfully practice and how to strengthen them. They reflect on their role and pedagogical approach and how they view their pupils.

Motivation: Learner motivation and successful learning depend on flexible and innovative teaching styles and methods.

Doing something new: This concept of professional development does not include any rigid learning units but is instead based on the intrinsic desire of teachers to do something new and be innovative.

Role model: When teachers themselves use entrepreneurial competencies in their lessons, this motivates their pupils to acquire them as well. We call this way of teaching ‘entrepreneurial teaching’.

How can trash be used to create new plants? To experience the potentials of trash in a new setting.

Purpose/goal

Trash used to create new potatoes- and tomatoes

Duration

15 lessons plus a growing season of 3 months

Materials

Old potatoes, overripe tomatoes, containers, plant soil, old boards, nails, hammers, saws.

Description

The students make germination boxes from old tins and take care of the germination of plants till they are ready to be replaced in plant containers made from trash wood. The students experiment with watering the plants and take care of them for 3 month or until they will be able to cook a nice soup from their own products. If they create a window in the container they can see, how potatoes develop.

Languages

Danish and English

Purpose/goal

Build your challenge without words! The purpose of this activity is to learn to collaborate without too many words.

Duration

30-60 minutes

Material

Spaghetti and marshmallows

Description

Are you planning a teaching material with an innovative approach or are you making a lesson plan with entrepreneurial thinking? Here you will have a chance to develop creativity and innovation and generate new ideas in a different way. You will learn to design and develop new educational products (resources) using a different kind of materials, in a very creative way and to reflect on the use of everyday material in you teaching.

Languages

Danish and English

Purpose/goal

  • To reflect on the design thinking methodology and about the use of that approach.
  • To analyze an example of how to redesign a course based on the design thinking approach.
  • To think upon the benefits of teaching and learning entrepreneurship through design thinking

Duration

Just reading the paper could take between 30 min and 1 hour.

This paper could be worked autonomously. The learner could read it and focused on different questions proposed by the lecturer to be answered by them before or after having worked in class the methodology known as design thinking.

There is not a fixed time as it depends on the number of questions proposed.

Material

See: https://innovation-entrepreneurship.springeropen.com/articles/10.1186/s13731-018-0098-z

Shortened URL: https://bit.ly/2DoRfcL

Description

Abstract

Background: Entrepreneurship has traditionally been taught from a business administration perspective, where predicting the future is central and where the world is seen as linear with known inputs and outputs. The world of entrepreneurs is a quite different, usually highly uncertain environment, and therefore requires a different type of skill set. In this paper, we conceptualize entrepreneurial learning through a method- and design-based approach and illustrate how a course can be developed and designed.

Findings: In this paper it is argued that by utilizing design thinking and a methods approach, learning from a “through” approach can be achieved. This learning is more focused on the entrepreneurial process, highlighting the role of skills and mindset. This learning approach enables student-centered learning and focus on skills more applicable to entrepreneurs. It is also argued that the entrepreneurship process is not linear; therefore, creativity is central and finding structure is an unstructured process. Design thinking emphasizes a practical approach where students step outside the classroom. This experimentation and interaction in the real world of users and customers with real feedback is important in combination with reflection exercises.

Conclusions: This paper highlights how a methods approach and entrepreneurship education with a “through” perspective can be achieved by utilizing design thinking. This is elaborated conceptually and illustrated with an example. We argue that a methods approach for teaching entrepreneurship is beneficial, where design thinking can be one valuable tool and approach for teaching entrepreneurship.

Language(s)

English

Purpose/goal

To look for people eager to lead projects that bring change in and out of their organizations.

Duration

It is a hands-on, practical and exciting training that lasts for 16 weeks.

Material

See: http://www.creaction.es/en/home

Description

Creaction! is an online training platform developed by the University of Deusto to foster entrepreneurial skills. It is a journey that starts when someone invites you to join it. There are different roles: 

  • Travelers are those who join the journey once they receive an invitation from their Guide. Although there are individual exercises, the journey is designed to be made simultaneously in a group. 
  • Guide is the person who invites travelers to join Creaction! This person has previously completed the journey. He or she will shake and motivate the travelers during their adventure and will keep track the traveler's work. 
  • Hosts are experts from the University of Deusto who have created the Creaction! Methodology. They will help guides in their tasks as journey shakers. 

The journey concludes with a final project that will make the change either in or out your organization. The topic of the projects can be either defined by the Guide or by the same traveler.

Creaction! has a clear practical approach, and the best sample of this is that to conclude the journey, each traveler has to share his or her project following the Design For Change methodology.

Language(s)

  • English
  • Basque
  • Spanish

Purpose/goal

  • To develop new ideas or thoughts - regardless of the task/problem.
  • The same process that leads to radical innovation will also enhance self-esteem and thus the joy of participation by the individual human. Therefore, the Creative Platform can both be used for innovation, development of job satisfaction through higher self-esteem and in any situation where new thoughts or ideas are needed. 
  • The Creative Platform can be used for teaching creativity, creative teaching in all subjects from primary school to PhD level, developing self-esteem, generation and development of ideas for new products, services, organizational setups, marketing plans, what to do in the weekend, where to go for holiday or any other context where a new idea or thought is needed in a group.

Duration

It depends on the modules and/or activities you decide to implement. There are activities for minutes or modules to be developed during weeks.

Material

The Creative Platform (University of Aalborg)

Other related links:

CECI Youtube channel.

CECI issuu

Description

The Creative Platform is a paradigm for unlimited application of knowledge in processes. It is practiced by a creative process in groups. Through the creative process humans develops an ability to be themselves - thus freeing them from limitations of disciplinary (academic/professional), social or cultural character.

The basic element of a creative process is the idea. An idea is a unique situation-specific representation of knowledge - and the process consists of ideas - on ideas - on ideas until the solution in the form of a product, project, procedure, an appointment, idea concept, a professional understanding or course of action is a reality.

The Creative Platform is an approach for teaching creativity and/or running creative processes. It is the idea of an ideal mental workplace for interdisciplinary, inter-social and intercultural groups. On the platform it is possible for professionals from all kinds of disciplines and cultural backgrounds to unlimited apply their knowledge for solving a common task/problem. Therefore The Creative Platform is a learning environment, where people apply their knowledge unlimitedly to create new knowledge constructions in terms of ideas for products, services or new perspectives on their thinking.

As a didactic approach the creative platform forms a shift in paradigm compared to most didactic approaches. While the core in traditional didactic approaches is about reflecting experiences or literature, the core in The Creative Platform is about engaging in the experience of creatively creating something together with other people. This notion builds on the premise that only through total engagement it is possible to let go of the dominating patterns of thinking that are bound by disciplines, social structures and cultural traditions.

Examples of application ranges from organizational development, product/service development, teaching creativity at all levels of education, creative teaching at all levels of education, cross disciplinary work, self-esteem development and much more. In the video below you can see an introduction to The Creative Platform.

6-PHASE MODEL

The process on The Creative Platform and the work done on it always follow the same phases - no matter what the purpose might be:

1. Preparation for facilitating the process, composition of participants, physical frames and writing down a minute-by-minute program of the process
2. The Red Carpet is a ritual in which participants get onto The Creative Platform and have the motivation, concentration and confidence to engage in the process
3. The problem/task is presented briefly and without professional/academic input of any kind
4. Idea development is where knowledge is applied unlimited in a creative generation and development of solutions for the problem/task

5. Professional/academic input is brought into the process when we have found a direction/an idea that we want to develop further
6. The Blue Carpet is a ritual in which participants are taken down from The Creative Platform and will be prepared for the ordinary world again

3D CASES

The process includes a number of 3D cases from the 3D Didactic. These exercises provide a change in behavior and thinking of the participants needed on The Creative Platform. The 3D cases are context independent. A process consists of alternating 3D case - working on task/problem - 3D case - working on task/problem, and so on. Therefore, the 3D cases are only used to create a specific behavior and thinking that is needed for the following work on task/problem – a bit like a training before doing. You can read more about 3D didactic in by following the link "3D Didactic" in the menu on the right.

PRINCIPLES

The entire process of The Creative Platform including 3D cases, the work on task/problem, the 6-phase model and everything else - are uncompromisingly following four fundamental principles:

All have the same kind of thinking and behavior at all times (parallel thinking)
One should only focus on the task (task focus)
There should be no experience of judgement (no experienced judgement)
Stimulating the use of all kinds of knowledge (horizontal thinking)

BEFORE USING THE PLATFORM

It would be a good idea to familiarize yourself thoroughly with it before you start. A good idea is to experiment with using it in situations where you have only little at stake. The more confident you become about using it, the more your participants will understand, feel it and eventually get onto The Creative Platform. In the menu "The Creative Platform" under "What is it" (https://www.uka.aau.dk/The+Creative+Platform/What+is+The+Creative+Platform/) you will find videos and literature to read before you start using it. The Creative Platform uses the 3D Didactic as an important part of the processes. It would be interesting to study this concept further. You can find more information on the 3D Didactic in the menu "3D Didactic" (https://www.uka.aau.dk/3D+Didactic/) .

There are process modules and tools for processes that are available in the menus "The Creative Platform" under:

* "Process modules": All processes (courses) on The Creative Platform are made by mixing standard modules in different ways. This means that one can make a course on creativity by mixing the modules in one way, an innovation process by mixing in a different way and a completely third mix can create a process for self-esteem development, and
* "Tools for processes": In the following you can find the tools needed for using The Creative Platform yourself. All materials are open source and you are allowed to print/copy as many as you would like for private/organizational use, however, you are not allowed to print/copy for sales.

See https://www.uka.aau.dk/The+Creative+Platform/

Language(s)

  • English
  • Danish

Purpose/goal

To generate innovative and creative ideas that focus its effectiveness on understanding and solving the real needs of users.

Duration

Depending on the way in which the process is structured, the challenge that has to be faced, the information that the participants have, the number of people that participate in the process and the time that is available, the design thinking methodology could be worked out in a practical way in a minimum of two days. In any case, it depends on different variables.

This toolkit for educators will act as a reference to deal with this methodology and guide the educator and students.

Material

Description

This tool is based on the idea that "Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. It is believed that that kind of optimism is well needed in education".
This tool is also based on the fact that Design thinking is a creative process that helps you to design meaningful solutions in the classroom, at your school, and in your community. The toolkit for educators provides you with instructions to explore Design Thinking and its 5 phases:

1. Discovery (empathize)
2. Interpretation (define)
3. Ideation (ideate)
4. Experimentation (prototype)
5. Evolution (test)

It is necessary to download the toolkit that contains: a workbook and the toolkit for educators. Click on the following link to download both resources.

You can download it in different languages.

Language(s)

English
Spanish
Portuguese
Czech
French
Korean