Innovation, Entrepreneurial Skills and Ethics: The Impact of a Pilot Program on Students in European Union Aged 13 - 15

Konstantina Tsoli,Thomas Babalis

doi:10.4236/psych.2021.129085

Abstract

In the European Commission’s policy, entrepreneurship has emerged as the main responsibility of European education and special attention has been given to the development of entrepreneurial skills, such as critical and creative thinking, problem solving, decision making, innovation, risk-taking, etc. The purpose of this study is to present the impact of “ETHICSBOARD”, a 6-month pilot training course, designed in 2019 to teach entrepreneurial concepts accompanied with ethical practices, to school students aged 13 - 15 in Greece, Spain and Portugal. The training curriculum and learning materials were developed on six basic areas (personal empowerment, critical and creative thinking, effective decision making and problem solving, entrepreneurship and vocational training, Project-Based Learning and school-family-community partnerships), which were based on innovative, learner-centered pedagogical approaches and creative techniques. Specifically, one hundred and eighteen (118) students completed a questionnaire, developed by the researchers, before and after the implementation of the pilot course, in order to identify any changes in their knowledge, skills and attitudes towards ethics and entrepreneurship. The results showed that in the post-measure, compared to the pre-measure, the students showed higher mean values in many of the variables examined. Implications for policy, practice, and research are also explored.

Highlights

IntroductionInnovation and taking calculated risk, as well as the ability to plan and manage projects in order to achieve objectives
In the European Commission’s policy, entrepreneurship has emerged as the main responsibility of European education and special attention has been given to the development of entrepreneurial skills, such as critical and creative thinking, problem solving, decision making, innovation, risk-taking, etc
Based on the students’ responses, the results showed statistical significant differences among pre- and post-measure regarding their views on entrepreneurial education, skills and the Education for Entrepreneurship and Ethics

Summary

Introduction

Innovation and taking calculated risk, as well as the ability to plan and manage projects in order to achieve objectives This supports everyone in day-to-day life at home and in society, and in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social and commercial activity. This should include awareness of ethical values and promote good governance” The Danish foundation for entrepreneurship (2014) distinguishes the notion of “entrepreneurship as a method” from “entrepreneurship as an occupation”, highlighting that it does not necessarily aim at increasing students’ desire to become an entrepreneur, but at strengthening their non-cognitive entrepreneurial skills, such as creativity, innovation, etc

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