Abstract
Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic education level schools’ cooperation with outside partners, especially from the school principals’ and teachers’ viewpoints. The study aims to understand the perspectives of teachers and principals on planning and organizing school-company interaction. To do this, content analysis was used in this qualitative study. The data were collected via semi-structured interviews with school teachers and principals, involving a total of 35 people working in basic education. The findings of the study show that principals and teachers intentionally select long-term cooperation methods to meet the aims of entrepreneurial learning. On the other hand, teachers that have chosen to apply short-term school-company cooperation methods have highlighted the ease of these methods rather than learning. Finally, our findings suggest that planning and organizing entrepreneurial learning would benefit from school-level commitment where collaboration between teachers and between teachers and company representatives is valued. We believe that would lead to more satisfied teachers and longer-term school-company cooperation, and also believe that short-term school-company cooperation methods would better meet the aims of entrepreneurial learning.
Highlights
The recent report of Innovation Cluster for Entrepreneurship Education (ICEE) [1] indicates quite clearly that students’ entrepreneurial learning benefits from a long-lasting entrepreneurship education experience
We focus on one important part of entrepreneurship education, namely entrepreneurial learning
We suggest that understanding the requirements and processes related to the organization of school-company interaction is crucial if we are to promote students’ entrepreneurial learning in real-life contexts
Summary
The recent report of Innovation Cluster for Entrepreneurship Education (ICEE) [1] indicates quite clearly that students’ entrepreneurial learning benefits from a long-lasting entrepreneurship education experience. While many short entrepreneurship education events may cover learning for entrepreneurship and about entrepreneurship, only long educational interventions consider the concept of entrepreneurship through entrepreneurship itself [1,2]. This suggests that through genuine long-lasting participation in the entrepreneurial process, a student would be able to gain the knowledge, attitudes, and skills needed for entrepreneurship. We aim to understand schoolteachers’ and principals’ perspectives on planning and organizing entrepreneurial learning in various school-company settings
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