03 SES 04 A, Promoting Sustainable Development and Entrepreneural Learning
Being self-driven and rich in ideas are important qualities for members of today´s and tomorrow´s society. Carlgren (2005) stresses that people themselves need to initiate their work, and be able to take responsibility for their work, and also be able to improve their performance. The society has changed both locally and globally and therefor students as well as other persons need to be entrepreneurial. Individuals must carry more responsibility for their learning and their livelihood. Information technology affects everyone and makes it possible to obtain facts far beyond the classroom. Supranational bodies as the Organization of Economic Co-operation and Development (OECD) and the European Union (EU) have argued for several decades that school and businesses should work together to educate students in an entrepreneurial direction.
There are several different forms of learning but the most committed individuals to think and act both autonomous and be able to interact with others is the entrepreneurial learning shape and it is new (Otterborg, 2011). In entrepreneurial learning you will develop self-awareness and independence, how to break patterns and resist collective action, to take responsibility, to manage and solve problems, take initiative and be creative and flexible, to see possibilities and make something of them, and be able to interact with others. These are qualities and actions which even promote good leadership.
I position my research in the light of what has earlier been shown in several European countries. You will for instance find entrepreneurship and its path to the Swedish school system (Mahieu, 2006), the operation conditions for entrepreneurship in schools (Myhlenbock, 2004), the development of entrepreneurship as a specific subject in Iceland (Gunnarsdottir, 2001) and significant fostering entrepreneurship education as a part of the curriculum in Finland (Backström-Widjeskog, 2008).
The purpose of my study was to form knowledge about entrepreneurial learning and make a contribution to knowledge about a form of learning, from a student perspective. The students´ teachers work in an entrepreneurial way and in cooperation with trade and companies nearby.
The research question is: With what content variation do upper secondary school students perceive entrepreneurial learning?
The theoretical and methodological approach of the study is phenomenography. The phenomenographic research tradition is concerned with individuals´ different perceptions. It has emerged as an empirical research method tried out with no connection to any specific theoretical framework but with influences from continental philosophy. Later it has inspired by several different fields for instance Phenomenology (Kroksmark, 1987).
Backström-Widjeskog, B. (2008). Du kan om du vill. Lärares tankar om fostran till företagsamhet. Åbo: Åbo Akademis förlag. Carlgren, I. (2005). Konsten att sätta sig själv i arbete. Om betydelsen av eget arbete för att skapa människor som styr sig själva. I Österlind, E. (red.). Eget arbete en kameliont i klassrummet. Perspektiv på ett arbetssätt från förskola till gymnasium. Lund: Studentlitteratur. Gunnarsdottir, R. (2001). Innovation Education. Defining the phenomenon. Leeds: University of Leeds, School of Education. Kroksmark, T. (1987). Fenomenografisk didaktik. Göteborg: Acta Universitatis Gothoburgensis. Mahieu, R. (2006). Agents of change and policies of scale: a policy study of entrepreneurship and enterprise in education. Umeå: Umeå universitet. Myhlenbock, Y. (2004). Inget personligt om entreprenörskap I offentlig sector. Göteborgs Förvaltningshögskola. Otterborg, A. (2011). Entreprenöriellt lärande – gymnasieelevers skilda sätt att uppfatta entreprenöriellt lärande. Jönköping: Ordförrådet i Eksjö AB.
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