The Change Laboratory for Teacher Training in Entrepreneurship Education: A New Skills Agenda for Europe

157 Pages·2019·2.22 MB·English

by  Daniele Morselli

SPRINGER BRIEFS IN EDUCATION
Daniele Morselli
The Change
Laboratory for
Teacher Training in
Entrepreneurship
Education
A New Skills Agenda
for Europe
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Daniele Morselli
The Change Laboratory
for Teacher Training
in Entrepreneurship
Education
A New Skills Agenda for Europe
Daniele Morselli
Faculty of Educational Sciences
University of Helsinki
Helsinki, Finland
ISSN 2211-1921 ISSN 2211-193X (electronic)
SpringerBriefs inEducation
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https://doi.org/10.1007/978-3-030-02571-7
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Foreword
In the last three decades, entrepreneurship education has taken off as a subject of
interestworldwide.Ithasdevelopedfrombeingaminorinterestinbusinessschools
inuniversitiestobeinganimportantconsiderationforeducationalpolicymakersat
nationalandsupra-nationallevel.Entrepreneurshipeducationhasspreadacrossthe
universityandhasbecomeembeddedinothersubjects,suchasengineeringandthe
finearts.Ithasgrownacrosstheeducationalsystemandtodayprogrammescanbe
found in elementary and high schools in many countries. Entrepreneurship edu-
cation has also spread, from being an almost uniquely North American phe-
nomenon, to being of critical interest to European nations and has become
important within the educational policy agenda of many. For example, it has been
growingrapidlyasasubjectofconcernacrosstheChinesetertiarysector.Todayin
theUnitedStatesuniversitiesareevenbuildingsignificantinfrastructuretosupport
activity at a level noticeable to the New York Times which claimed that, “Where
oncethecampusamenitiesarmsracewaswagedoverluxurydormsandrecreation
facilities, now colleges and universities are building deluxe structures for the
generation of wonderful ideas. They and their partners in industry are pouring
millions into new buildings for business, engineering and applied learning that
closely resemble the high-tech workplace, itself inspired by the minimally parti-
tioned spaces of the garage and the factory” (NYT 08/07/2016). The skills agenda
in entrepreneurship is a unique and significant phenomenon that has gained con-
siderable momentum. The trend towards promoting entrepreneurial training and
development within educational systems would appear to be driven by conse-
quential changes to the nature of work and employment. Many countries now
recognise the need to promote and support self-employment, small business man-
agement and technology innovation and have developed policy to encourage
education in these careers.
Consequently, this book by Daniele Morselli is timely. The book begins by
highlighting the development of the entrepreneurial skills agenda with a specific
focus on the European context. In the first chapter, the author explains the skills
agenda in Europe and highlights the European perspective on ‘enterprise skills’.
Identified within these skills are the current competences recognised by the
v
vi Foreword
European Union as contributing to the development of an ‘enterprising mindset’.
Heexplainsthesecompetencesandthenprogressestodiscusshowthisperspective
of entrepreneurship educationfitsin tothe prevailing research on entrepreneurship
education. In the next chapter, he focuses more on how to assess enterprise and
entrepreneurship competencies within educational contexts. He provides some
examplesonassessinginitiative,particularlywithinthevocationaltrainingcontext,
andconsiders theliterature on theassessment of entrepreneurship education.From
this base, he introduces the Change Laboratory, which looks in depth at Cultural
Historical Activity Theory and how this approach facilities expansive learning. He
argues that that learning theory needs to drive our underlying frameworks for
research in entrepreneurship education and presents in an effective way this theo-
retical construct as a basis for a deeper understanding about learning through
experience. He, in subsequent chapters, moves to introduce his research using the
Change Laboratory as an approach to explore enterprise skills education in voca-
tional traininginschoolswith aparticularfocusonsurveying.Remainingchapters
inthebookpresenttheoutcomesofhisresearchexploringachangeprojectthrough
the eyes of teachers, students and other participants and explaining the validation
of the work and reflecting on the process as a researcher. The final chapter in the
book provides a deep appreciation of how enterprise skills can be developed
through the Change Laboratory method and explains the challenges and opportu-
nities encountered when implementing the method, as well as, explaining the
training outcomes for students.
This book provides an excellent read for any educator in entrepreneurship
educationanditshouldbeofparticularinteresttoeducatorsandresearchersstudying
entrepreneurshipeducationinschools.TheconceptoftheChangeLaboratoryandthe
methodofCulturalHistoricalActivityTheoryshouldbeofinteresttoresearchersin
entrepreneurshipeducationmoregenerally,evenwherethefocusoftheirworkisthe
tertiary sector. His work is insightful into many areas and provides a good basis to
explore the European agenda in entrepreneurship education. It allows for a better
understandingoftheskillsagendaandthecompetenciesthathavebeendevelopedby
the European Union to guide educators in the development of programmes and
associated funding requests. The particular research topic provides much depth
focused on how to engage schools in real change projects while also allowing the
researchertoconductresearch.Inmyview,therefore,thisbookhasmuchtoofferthe
reader interested in the topic of entrepreneurship education.
Athens (OH) Dr. Luke Pittaway
Copeland Professor of
Entrepreneurship, Ohio University
USASBE Entrepreneurship
Educator of 2018
Contents
1 The Research Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 A New Skills Agenda: A Policy View on Entrepreneurship . . . . . 2
1.2 The Debated Concept of Entrepreneurship . . . . . . . . . . . . . . . . . . 6
1.3 Why the Theory of Expansive Learning for Entrepreneurial
Education?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.4 The Research Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2 The Assessment of Entrepreneurial Education . . . . . . . . . . . . . . . . . 17
2.1 The Assessment in Competence-Based Education. . . . . . . . . . . . . 18
2.2 The Assessment of Key Competences . . . . . . . . . . . . . . . . . . . . . 21
2.3 The Assessment of Entrepreneurial Education . . . . . . . . . . . . . . . 24
2.4 Examples of Best Practices in Entrepreneurial Education . . . . . . . 27
2.4.1 Module on Grant Writing. . . . . . . . . . . . . . . . . . . . . . . . . 28
2.4.2 Introductory Course in Entrepreneurship . . . . . . . . . . . . . . 29
2.4.3 Course in Social Entrepreneurship . . . . . . . . . . . . . . . . . . 30
2.5 The Characteristics of Entrepreneurial Teachers, Assessing
the Way They Educate for a Sense of Initiative
and Entrepreneurship. The SIE Questionnaire. . . . . . . . . . . . . . . . 31
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3 The Change Laboratory in Theory. . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.1 Expansive Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.2 Formative Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3.3 Expansive Learning as Collective Transformative Agency. . . . . . . 46
3.4 Expansive Learning as Concept Formation. . . . . . . . . . . . . . . . . . 49
3.5 Preparing a Change Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . 50
3.6 Designing Tasks to Promote Expansive Learning . . . . . . . . . . . . . 53
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
vii
viii Contents
4 The Change Laboratory in Practice . . . . . . . . . . . . . . . . . . . . . . . . . 59
4.1 Historical Contextualisation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4.1.1 The Field Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
4.2 The Change Laboratory Workshops. . . . . . . . . . . . . . . . . . . . . . . 63
4.2.1 First Workshop, 23 February 2016 . . . . . . . . . . . . . . . . . . 64
4.2.2 Second Workshop, 2 March 2016. . . . . . . . . . . . . . . . . . . 66
4.2.3 Third Workshop, 8 March 2016 . . . . . . . . . . . . . . . . . . . . 69
4.2.4 Fourth Workshop, 15 March 2016 . . . . . . . . . . . . . . . . . . 71
4.2.5 Fifth Workshop, 22 March 2016. . . . . . . . . . . . . . . . . . . . 72
4.2.6 Sixth Workshop, 5 April 2016 . . . . . . . . . . . . . . . . . . . . . 74
4.2.7 Seven Workshop, 5 April 2016 . . . . . . . . . . . . . . . . . . . . 77
4.2.8 Department Council, 10 May 2016. . . . . . . . . . . . . . . . . . 79
4.3 The Follow-up Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4.3.1 First Follow-up, 31 May 2016 . . . . . . . . . . . . . . . . . . . . . 79
4.3.2 Department Council, 14 October 2016 . . . . . . . . . . . . . . . 80
4.3.3 Second Follow-up, 22 March 2017. . . . . . . . . . . . . . . . . . 81
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5 Participants’ View on the Interdisciplinary Project . . . . . . . . . . . . . 83
5.1 The Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
5.2 The Interdisciplinary Project in the Eyes of the Teachers . . . . . . . 85
5.2.1 What Are the Historical Antecedents?. . . . . . . . . . . . . . . . 86
5.2.2 What Are the Features? . . . . . . . . . . . . . . . . . . . . . . . . . . 88
5.2.3 What Are the Potentials? . . . . . . . . . . . . . . . . . . . . . . . . . 91
5.2.4 What Are the Challenges? . . . . . . . . . . . . . . . . . . . . . . . . 93
5.3 The Interdisciplinary Project in the Eyes of the Workshop
Assistants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
5.3.1 What Are the Features? . . . . . . . . . . . . . . . . . . . . . . . . . . 96
5.3.2 What Are the Potentials? . . . . . . . . . . . . . . . . . . . . . . . . . 97
5.3.3 What Are the Challenges? . . . . . . . . . . . . . . . . . . . . . . . . 99
5.4 The Interdisciplinary Project with the Class a Students’
Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
5.5 The Interdisciplinary Project with the Class B Students’
Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
5.5.1 What Are the Features? . . . . . . . . . . . . . . . . . . . . . . . . . . 104
5.5.2 What Are the Potentials? . . . . . . . . . . . . . . . . . . . . . . . . . 106
5.5.3 What Are the Challenges? . . . . . . . . . . . . . . . . . . . . . . . . 107
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
6 Reflecting on the Expansive Learning Process . . . . . . . . . . . . . . . . . 111
6.1 The Interdisciplinary Project with the Member Checks . . . . . . . . . 112
6.1.1 The Features of the Interdisciplinary Project . . . . . . . . . . . 113
6.1.2 The Potentials of the Interdisciplinary Project . . . . . . . . . . 114
6.1.3 The Challenges of the Interdisciplinary Project . . . . . . . . . 115
Contents ix
6.2 Is the Interdisciplinary Project Implemented According
to a Competence-Based Approach? . . . . . . . . . . . . . . . . . . . . . . . 116
6.3 A Comparison Between the Interdisciplinary Project
in the Two Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
6.4 The Interdisciplinary Project Facing a Tertiary Contradiction . . . . 120
6.5 Old and New Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
6.5.1 The Old and New Coordination Among Teaching
Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
6.5.2 Tensions Between the Old and the New Didactics. . . . . . . 123
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
7 Conclusions: Towards Entrepreneurial Education Through
the Change Laboratory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
7.1 The Story so Far . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
7.2 Impact of the Change Laboratory Workshops. . . . . . . . . . . . . . . . 130
7.3 A Double View of Entrepreneurial Education in the Process
and in the Outcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
7.4 Concluding Remarks. Towards Teacher Training in
Entrepreneurship with the Change Laboratory . . . . . . . . . . . . . . . 135
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Appendix A: The Interdisciplinary Project... .... .... .... ..... .... 139
Appendix B: Results Validation.... .... .... .... .... .... ..... .... 143