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Purpose/goal

The YEDAC - Young Entrepreneurs Developing in Action-  project is an EU-project focusing on developing young people’s entrepreneurial competences.

This project has developed models to integrate the entrepreneurial mindset into the subject matters and the daily teaching in European schools. The tools and models developed in the project have been tested by teachers and their pupils in schools all over Europe and used worldwide.

The workshops and activities provided in this toolkit could be integrated in Higher Education.

Specific goals related to the entrepreneurial learning process model:

Explore:

  • To explore together with your classmates and teacher, what an entrepreneur is, and what entrepreneurs do.
  • To assess your own entrepreneurial competences with the self-assessment tool.
  • To explore the theme you are going to work with.

Develop

  • To collaborate with teachers and partners to get as many ideas as possible.
  • To help each other pick the best idea.
  • To plan the working process – how to realize your idea.
  • To set individual learning goals for what you will learn in the process.
  • To develop and produce your product or service or solution.
  • To make a prototype and test it on a relevant target group.

Deliver

  • To present your product, service or solution for your classmates, teachers and maybe also to other partners.
  • To get an overview over what you have learned in the subject matters and how you have improved your entrepreneurial competences.

Duration

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

Material

Description

The book or toolkit is about entrepreneurship and learning. It is a guide to help people through the process of getting a good idea and putting it into action. In other words, it is like acting like an entrepreneur and at the same time explore the subject matters.

Entrepreneurship is considered by YEDAC as an attitude or an approach to life and learning. It means that you have the will and the ability to influence on your own future and take responsibility for your own life and activities.

In this book the reader will find tools and a guideline on how to act an learn in a new way, where the person contribute with ideas and interests and make important decisions on how to bring these ideas to life.

The book is based on the entrepreneurial learning process model that illustrates how learning activities can be organised.

The process consists of three main phases: explore, develop and deliver. These steps are divided into workshops. A workshop is an intensive learning activities with a specific activities: entrepreneurship; real world themes; development of ideas; planning; production; presentation and evaluation.

Language

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