Abstract
The question of whether the entrepreneur is born or made, forces us to respond that the entrepreneurial culture clearly breaks with the myth that entrepreneurs are born. Currently, it is considered that entrepreneurial skills can be acquired like any other discipline and that is why it should be taught (Timmons, 2003). Their teaching and learning are key to the well-being of the teacher and to the positive achievement of the students. The entrepreneurial culture is an educational objective of developed societies and has its origin in the business culture (Peña Calvo et al., 2015). There are two current models, American and European (Erkkilä, 2000). The one that develops in the Extremadura region (Spain), based on the European model, tries to create a vital state in the participating students that enhances competences such as creativity, personal initiative or self-confidence, elements that try to generate a true motivation to undertake. The motivated, accomplished and positive teacher contributes to that achievement and achieving it favors the well-being of teachers. It’s a round trip. It is a “do ut des.” In our research, we evaluated four entrepreneurial culture programs in the classroom: “Junioremprende,” “Teenemprende,” “Experemprende,” and “Youthemprende.” The teachers involved in the programs are 356, and the valid questionnaires are 154. The students enrolled in the programs are 4800, and the questionnaires valid 1198. In the questionnaire, one of the key questions is “general teacher satisfaction,” with 17 common questions for all the programs. An essential question posed is: “I am satisfied with the achievements obtained by my students to participate in the program” The results of our research, according to a seven-point Likert scale, gives a very high degree of teachers’ satisfaction. Their satisfaction was centered on the perception of their teachings are conducive to the achievement of his students. The degree of teacher satisfaction for each of the programs and significantly means differences were found with Junior program resulted the more satisfied for teachers. For students, participation in the programs resulted in high development of entrepreneurial competencies. Similarly to teachers results, Junior program was found more significant in developing students’ entrepreneurial competencies indicating that entrepreneurial education is very appropriate for children. Findings of this study suggest that entrepreneurial education should be encouraged for students at every stage of education.
Highlights
Project-based learning are commonly considered a successful methodology allowing students to acquire XXI century skills which include a number of several soft skills required in the workplace
This study aimed to explore the level of teacher satisfaction with entrepreneurial education and the entrepreneurial competencies of students involved in four entrepreneurial programs carried out in schools of Extremadura (Spain)
The Junior Emprende program resulted in stronger teacher satisfaction and students’ competencies while Teen Emprende program was significantly weaker for these outcomes
Summary
Project-based learning are commonly considered a successful methodology allowing students to acquire XXI century skills which include a number of several soft skills required in the workplace Participating in their own social environment and cooperating in group in order to solve a problem, students are engaged in a proactive construction of their learning in which they experiment a more effective interaction with their teachers-facilitators. These people who agglutinate attitudes such as creative destruction, creation of value, identification of opportunities and ingenuity are those currently known as entrepreneurs In this regard, Cubico et al (2010) noted that in the last decades psychological research on entrepreneurs has found” that certain individual differences (i.e., traits, ability, attitude, cognition, values motives, goals.) are seen that distinguish between entrepreneurs and other people. Several competencies can be identified for entrepreneurship and growing corpora of programs worldwide aim to teach them to students involved in formal and informal education
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