There is a continuing emphasis to promote entrepreneurism in
education in order to prepare students for an uncertain future. Take for
example, the words of Founder and CEO of Startup Experience, Henrik
Scheel in this 2016 TED Talk, https://www.youtube.com/watch?v=T1X-49f3zvc
, in which he professes that being an entrepreneur is not a choice in the lives
of our students today and that the skills of adaptability and opportunity
recognition are key to success in an unknown future.
In "Bridging the
Traditional Progressive Education Rift through Entrepreneurship" by
Lackeus et al, 2016, from the International Journal of Entrepreneurial
Behavior and Research, entrepreneurship is defined as using three
tools of determination: effectuation, customer development, and
appreciative inquiry.
As teachers, we can develop
these tools to create an entrepreneurial atmosphere for learning. First
of all, Sarasvathy's concept of effectuation deals with looking at what
surrounds us to help us solve a problem, looking at what we already have
including resources and networks.
Customer development is
something done by teachers daily in trying to increase the learning potential
of their students, striving to find ways to "market" learning and
provide opportunities in various ways for students to see the value in their
efforts. Appreciative inquiry refers to teachers who seek out and
recognize opportunities for advancing their knowledge and activities.
The authors go on to say that
this brings about a new educational school of thought emphasizing the creation
of value for others, a key component to entrepreneurism and a concept that
could bring more entrepreneurial thought to the world of education.
Generalizing itself to a larger
population, this way of thinking goes beyond the narrow view of
entrepreneurship as the means of starting a business to a way of approaching
the learning and preparation of students, bringing about revolution in
traditional education. This necessary transition could be difficult when
promoted in an environment that bases its success on measureable and
results-driven teaching.
The authors, then focus on five dualisms that they see as causing the rift between
This basically presents itself
as a subjectivism vs. objectivism battle within which teachers usually seem to
"ride the fence" in the middle, tapping into new realms of
entrepreneurial skillsets but keeping grounded into the aspects of traditional
academia.
#1 presents the simplicity of a
traditional single-subject focus vs. a multi-disciplinary one that provides
open inquiry and practice
#2 considers the cognitive
learning of the individual learner and contrasts it to a focus on social
interaction and a Vygotskiian view of students learning from the people and
social contexts surrounding them
#3 questions the authenticity
of learning products developed by students
#4 looks at the level of
student interest in projects that are prescribed for them vs. projects based on
student passions that naturally fold in aspects of formal learning to deepen it
and make it more engaging and relevant
#5 considers thinking and doing
in terms of student work and progress
In conclusion, the authors
contend that a project-based curriculum developed with the tools of
entrepreneurism: effectuation, customer development, and appreciative
inquiry can go a long way to settle the rift between traditional and
progressive educational practices. By implementing these practices in the
hope to move from one side to the other in reference to the dualisms causing
this rift, it is hoped that teachers can present students with the skills
necessary to confidently face the uncertainty of the future.
