Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction
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...
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-09-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/10/10/268 |
| _version_ | 1797552296138113024 |
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| author | Kaarina Sommarström Elena Oikkonen Timo Pihkala |
| author_facet | Kaarina Sommarström Elena Oikkonen Timo Pihkala |
| author_sort | Kaarina Sommarström |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-10T15:59:00Z |
| format | Article |
| id | doaj.art-9ae99527734a4dcea5e5c474a8e864df |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T15:59:00Z |
| publishDate | 2020-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-9ae99527734a4dcea5e5c474a8e864df2023-11-20T15:28:42ZengMDPI AGEducation Sciences2227-71022020-09-01101026810.3390/educsci10100268Entrepreneurship Education with Companies: Teachers Organizing School-Company InteractionKaarina Sommarström0Elena Oikkonen1Timo Pihkala2School of Engeneering Science, Lappeenranta-Lahti University of Technology, Yliopistonkatu 34, 53850 Lappeenranta, FinlandSchool of Engeneering Science, Lappeenranta-Lahti University of Technology, Yliopistonkatu 34, 53850 Lappeenranta, FinlandSchool of Engeneering Science, Lappeenranta-Lahti University of Technology, Yliopistonkatu 34, 53850 Lappeenranta, FinlandPrevious 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.https://www.mdpi.com/2227-7102/10/10/268entrepreneurship educationentrepreneurial learningteachersschool-company interaction |
| spellingShingle | Kaarina Sommarström Elena Oikkonen Timo Pihkala Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction Education Sciences entrepreneurship education entrepreneurial learning teachers school-company interaction |
| title | Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction |
| title_full | Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction |
| title_fullStr | Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction |
| title_full_unstemmed | Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction |
| title_short | Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction |
| title_sort | entrepreneurship education with companies teachers organizing school company interaction |
| topic | entrepreneurship education entrepreneurial learning teachers school-company interaction |
| url | https://www.mdpi.com/2227-7102/10/10/268 |
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