What, why, how? - vcplist.comvcplist.com/wp-content/uploads/2014/10/Webinar-OECD-141024.pdf ·...

Slides and more info at my blog: vcplist.com/blog

What, why, how?- Entrepreneurship in education

Webinar for OECD, Oct 24:rd, 2014

Martin Lackéus, Doctoral candidate in entrepreneurial education

Chalmers University of Technology, Sweden


My background & current

Background:

• MSc in Industrial engineering & management, Chalmers Univ. of Technology

• Master degree from Chalmers School of Entrepreneurship (2000-2001)

• Former entrepreneur / co-founder / CEO of Vehco AB (2002-2009)

Today, since -09:

• Project manager at Chalmers School of Entrepreneurship,

development projects financed by Swedish government

• PhD Candidate at Chalmers, with my research focus being

”Action based Entrepreneurial Education”


Today’s agenda

1. What is… …entrepreneurship, entrepreneurial competencies, entrepreneurial education?

2. Why / why not… ?

3. How can we make people more entrepreneurial?

- Short answer: Value creation as pedagogy

4. When to do what? (progression)


- Long answer

6. How to measure the outcome?

We save this for Potsdam,

3:rd of November


An entrepreneurial

process situated

in timeThe

entrepreneur(s)The new

value created

The environment impacts

The environment is impacted

Dialog

What is entrepreneurship?

Paper for

OECD


Routine

value creation

”How we’ve always done”

Processes, optimization, efficiency,

incremental improvements

Explorative

value creation

”New ways of working”

Innovation, new offerings, continuous

learning, method development

Two kinds of value creationYou want balance between routine value creation and explorative value creation

That is when productivity is maximized in an ever changing world

Operational competencies

Entrepreneurial competencies

Page 8-9

Paper for

OECD


This is how it is in 80% of the cases

Two kinds of value creation

Explorative

value creation




Entrepreneurial competenciesRoutine

value creation


Processes, optimization, efficiency, incremental

improvements

Operational competencies

Paper for

OECD

Page 8-9


This is how it is in 80% of the cases

Two kinds of value creation

Explorative

value creation




Entrepreneurial competenciesRoutine

value creation


Processes, optimization, efficiency, incremental

improvements

Operational competencies …collaboration modes

…structures

…tools

…competencies

Need for new… …attitudes


What is “entrepreneurial competencies”

Narrow definition

(Mahieu, 2006)

Wide definition

(Mahieu, 2006; Fonden för Entreprenörskap, 2011)

• Business development skills, such as marketing, planning, accounting, HR

• Employing oneself

• Start a new company

• Acting on opportunities to create value –financial, cultural or societal value

• Creativity, action and self-confidence in focus

• Prepare individuals for a more uncertain world

Paper for

OECD

Page 5-6



Narrow definition

(Mahieu, 2006)

Wide definition








VALUE CREATIONVALUE CREATIONVALUE CREATIONVALUE CREATION ORGANIZATION CREATIONORGANIZATION CREATIONORGANIZATION CREATIONORGANIZATION CREATION

Paper for

OECD

Page 5-6



Narrow definition

(Mahieu, 2006)

Wide definition








Entrepreneurial… What are they?

…knowledge Mental models, declarative knowledge, facts

…skills Marketing, strategy, resource acquisition,

opportunity identification, learning,

interpersonal skills

…attitudes Passion, self-efficacy, identity, proactiveness,

perseverance,

uncertainty tolerance

VALUE CREATIONVALUE CREATIONVALUE CREATIONVALUE CREATION ORGANIZATION CREATIONORGANIZATION CREATIONORGANIZATION CREATIONORGANIZATION CREATION

“The skills in question

include qualities such as

the habit of learning,

curiosity, creativity,

initiative, teamwork and

personal responsibility”Mahieu, 2006, “Agents of change and policies of scale: a policy

study of entrepreneurship and enterprise in education”Paper for

OECD


What is entrepreneurial

education?

Paper for

OECD

Page 5

Mini companies

Entrepreneurship

programs

Community outreach

Elective courses

Educating about

entrepreneurship

Educating for

entrepreneurship

Educating through

entrepreneurship

Narrow definition

concerning just some

Wide definition concerning

most people in society

EntrepreneurEntrepreneurial

K = Knowledge

S = Skills

A = Attitudes

K S A

K S A

K

S A

Work life and

vocational

education

Pre-school

Primary school

Secondary school

Higher

education

- bachelor level

Higher

education

- master level

Growth programs

for business owners

K S

Theory orientedPractice oriented

Entrepreneurship

education

Enterprise

education


Contrasting entrepreneurial education

Paper for

OECD

Page 13


Today’s agenda







- Long answer



3:rd of November


Why entrepreneurship in education?

Paper for

OECD

Page 15



Paper for

OECD



Paper for

OECD

Page 15

The most important effect

from entrepreneurial

education. If you ask me.


Connections to grades

Paper for

OECD

Page 11


Photo by

h.Koppdelaney

CC BY-ND 2.0

Traditional test-focused direct instruction

”rigid”

Real-life based project work

”vague”

• Theory focus

• Predictable

• Scientific methods

• Focus on thought

• Knowledge acquisition

• Passive

• Easy to measure

• Practice focus

• Unpredictable

• Entrepreneurial methods

• Focus on action & emotion

• Value creation

• Active

• Difficult to measure

Paper for

OECD

Page 11


Simplicity…reductionist

…standardized

…single-subject

…harness nature

Complexity…holistic

…localized and child-centered

…multidisciplinary

…unleash human nature

Individual…reality a concrete structure

…individual work

…know-that

…objective

Social…reality a social construction

…social interaction / storytelling

…know-who and know-how

…intersubjective

Content…linear

…product focus

…content

…linear

Process…iterative

…process focus

…process

…iterative

Detached…dispassionate / value free

…learner is passive

…absolute detachment

…transaction based

Attached… meaning-making / …value-bound

…learner is active and emotional

…emotional involvement

…commitment based

Theory…objective reality

…inert knowledge

…emphasis on theory

…observation & “law” discovery

Practice…lived experience

…practical experiences

…emphasis on creation

…action & co-creation

Science as…

Learning as…

Entrepreneurship education as…

A method to…

Scientist regards…

Learning as…


A method for the…

Science process…

Learning activities with…


A method that is…

Science should be…

A classroom where…


A method that is…

Science about…

Learning focusing on…

Entrepreneurship education with…

A method for…

POSITIVISM

TRADITIONAL EDUCATION

TRADITIONAL EDUCATION

SCIENTIFIC METHOD

INTERPRETIVISM

PROGRESSIVE / CONSTRUCTIVIST EDUCATION

ENTREPRENEURIAL EDUCATION

ENTREPRENEURIAL METHOD

(Deshpande, 1983; von Bertalanffy, 1972)

(Tynjälä, 1999)

(Cotton, 1991)

(Sarasvathy and Venkataraman, 2010)

(Cunliffe, 2011)

(Jeffrey and Woods, 1998; Egan, 2008)

(Cotton, 1991)


(Cunliffe, 2011)

(Jeffrey and Woods, 1998)

(Cotton, 1991)

(Sarasvathy, 2001)

(Cunliffe, 2011; Guba and Lincoln, 1985)

(Tynjälä, 1999; Egan, 2008)

(Gibb, 1987)

(Sarasvathy and Dew, 2005)

(Weber, 2004)


(Ollila and Williams Middleton, 2011)



Simplicity…reductionist

…standardized

…single-subject

…harness nature

Complexity…holistic

…localized and child-centered

…multidisciplinary

…unleash human nature

Individual…reality a concrete structure

…individual work

…know-that

…objective

Social…reality a social construction

…social interaction / storytelling

…know-who and know-how

…intersubjective

Content…linear

…product focus

…content

…linear

Process…iterative

…process focus

…process

…iterative

Detached…dispassionate / value free

…learner is passive

…absolute detachment

…transaction based

Attached… meaning-making / …value-bound

…learner is active and emotional

…emotional involvement

…commitment based

Theory…objective reality

…inert knowledge

…emphasis on theory

…observation & “law” discovery

Practice…lived experience

…practical experiences

…emphasis on creation

…action & co-creation

Science as…

Learning as…


A method to…

Scientist regards…

Learning as…


A method for the…

Science process…

Learning activities with…


A method that is…

Science should be…

A classroom where…


A method that is…

Science about…

Learning focusing on…

Entrepreneurship education with…

A method for…

(Deshpande, 1983; von Bertalanffy, 1972)

(Tynjälä, 1999)

(Cotton, 1991)


(Cunliffe, 2011)

(Jeffrey and Woods, 1998; Egan, 2008)

(Cotton, 1991)


(Cunliffe, 2011)

(Jeffrey and Woods, 1998)

(Cotton, 1991)

(Sarasvathy, 2001)

(Cunliffe, 2011; Guba and Lincoln, 1985)


(Gibb, 1987)

(Sarasvathy and Dew, 2005)

(Weber, 2004)


(Ollila and Williams Middleton, 2011)


Teachers ResearchersPoliticians OECD PISA

Photo by

h.Koppdelaney

CC BY-ND 2.0

Paper for

OECD

Page

12


Assessment challenges in today’s schools“…a focus on rigorous experiments evaluating

replicable programs and practices is essential

to build confidence in educational research

among policymakers and educators.”Slavin, 2002, “Evidence-Based Education

Policies: Transforming Educational Practice and Research

“The danger here is that we end up valuing what is

measured, rather than that we engage in

measurement of what we value..”Biesta, 2009, “Good education in an age of measurement:

on the need to reconnect with the question of purpose in education”

“…increased globalization gives us no

alternative to focusing on increasing efficiency

through testing, accountability, and choice. …

Standardized testing will increase educational

opportunity and ensure greater assessment

objectivity than teachers provide”Hursh, 2007, “Assessing No Child Left Behind

and the rise of neoliberal education policies”

“the new Pisa regime, with its continuous cycle of

global testing, harms our children and impoverishes

our classrooms, as it inevitably involves more and

longer batteries of multiple-choice testing, more

scripted "vendor"-made lessons, and less autonomy

for teachers.Letter from 100 educational academics to OECD,

calling to cancel next round of PISA tests

“Pisa enriches [education] because it

encourages countries to look at ideas from

around the world.”Andreas Schleicher, head of Pisa

“The complexities of learning and fundamental

pedagogies are being lost in preference for an over-

reliance on data systems that are based on a

shallow and narrow set of standardised measures.”Robinson, 2011, “Diluting education? An ethnographic

study of change in an Australian Ministry of Education”

Teachers ResearchersPoliticians OECD PISA


Today’s agenda







- Long answer



3:rd of November


Standardized subject mattervs

Attending to students’needs

“One of the greatest

challenges in teaching”Darling-Hammond, 2012, “Powerful teacher

education – Lessons from exemplary programs”

Real vs Meaningful (Latour, 2014)

Theory vs Practice (Sayer, 2010)

Traditional vs Progressive (Cuban, 2007)

Rigid vs Vague (Egan, 2008)

Individual vs Social (Vygotsky, 1978)

Testable vs Romanticized (Labaree, 2005)

The double helix

of teaching:

“Continuously interweaving the

demands of the subject matter

with the needs of the students”Darling-Hammond, 2012, “Powerful teacher








Cultural /

psychological

mediating tools(Vygotsky, 1978)

Practical adequacy

of theory (Sayer, 2010)

Constant

combining(Sfard, 1998)







Crossover attempts:




Entrepreneurship

as a toolbox for

learning

For whom is this

knowledge useful,

today?

Theorizing

the practical





Value creation as pedagogy






Resulting ideas:


Traditional pedagogy

Value creation as pedagogy defined- At the crossroads between multiple dualisms

Progressive pedagogy

SimplicityA simple task: Create value to someone outside class based on some

content knowledge of your choice from your education.Complexity

IndividualIf it became valuable for one (1) individual, you have succeeded. If you tried to create value but failed you have also succeeded.

Social

Content

A well described theory-grounded toolbox that makes the iterative process of value creation manageable and teachable as content

Reconnect to theoretical content throughout the process.

Process

DetachedBoth success and failure to create value will trigger reflection.

Each iteration of effectuation starts with self-reflection questions.Attached

Theory

Start the value creation process in some theoretical domain, ask ”for whom can what I know / learned be valuable / rewarding, today?”

End the process in the same theoretical domain and see what knowledge showed to be valuable, see content vs process above.

Practice

Photo by

h.Koppdelaney

CC BY-ND 2.0

Paper for

OECD

Page 23-24


Dualistic challenge

Entrepreneurial tools

EffectuationCustomer

developmentAppreciative inquiry (AI)

Design thinking

Simplifying

the complex

A teachable logic for value creation, based on

how experienced

entrepreneurs create

value

A set of 14 rules for how to

validate value creation hypotheses, relying on

extensive target group

interactions

A set of principles that can

simplify the complex task

of driving change by

triggering human action,

imagination and creativity

A practice for how to

create meaningful novel human artifacts through idea generation,

prototyping and testing

Individualizing

the social

Four individually phrased

questions are posed at the

outset of each iteration in

the effectuation cycle

Emphasizes first-hand

feedback from real people

iteratively collected by the

people running the project

Specifies basic sets of

questions that individuals

can use to navigate a wide

variety of social contexts

Outlines a designerly

attitude of individuals

embracing problems

and disagreement as

sources of creativity

Reifying

the process

A reification of an

uncertain value creation

process of embracing

surprises

A reification of the iterative

and fail-prone process of

honing a value proposition

to external stakeholders

A reification of a change

process involving many

people and building on

their past successes

A reification of the

complex design process

into replicable multi-step

models (3 to 6 steps)

Detaching

the attached

Four self-focused

questions starting each

cycle, promoting individual

reflection and detachment

Emphasizes detached

design of experiments that

can then be carried out in

the all-engaging real world

Outlines a repeatable and

teachable process for

triggering positive

emotions and engagement

Contains useful tools to

distinguish what is (i.e.

knowledge) from what

might be (i.e. concepts)

Bridging

Theory and

practice

The initial ”What do I

know” question connects

theory to practice, allowing

for curriculum linkages

Links theory with practice

by emphasizing iterative

formulation of hypotheses

that are tested in practice

Turns inert knowledge into

meaning-laden stories of

past and future success

and practical adequacy

Designers abductively

mix theorizing from

practice and theory

testing by prototyping

Page 26-29


Team

work

Value created

outside class

Time to

create value

Student owns

processEncourage

failures

Subject matter

connections

Iterative

process

Interaction with

outside world

Value creation profiler:


Team

work

Value created

outside class

Time to

create value

Student owns

processEncourage

failures

Subject matter

connections

Iterative

process

Interaction with

outside world

Value creation profile:


Examples:

Value creation as pedagogy”Does she exist for real?”

Value creators: Students at primary school in Sundsvall

Value recipient: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor

Value created: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor

Learning outcomes: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor

Students give advice to traffic authorities

Value creators: Students at secondary school in Sundsvall

Value recipient: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor

Value created: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor

Learning ouotcomes: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam vel lectus urna. Nulla non lacus ac tortor


Customer Development manifesto

Paper for

OECD

Page 28


1. BOOKS ARE ONLY HYPOTHESES, SO GET OUTSIDE THE BUILDING AND

TEST THEM AGAINST REALITY

2. TRUE LEARNING OCCURS WHEN PAIRING INERT KNOWLEDGE WITH

REAL-WORLD USEFULNESS

3. FAILURE TO CREATE VALUE TO EXTERNAL PEOPLE IS AS VALUABLE FOR LEARNING AS SUCCESS TO CREATE VALUE

4. MAKE CONTINUOUS ITERATIONS AND PIVOTS

5. NO CLASSROOM-BASED PROJECT PLAN SURVIVES FIRST CONTACT WITH

REAL WORLD, SO SKETCH YOUR HYPOTHESES FAST & TRY THEM OUT

6. DESIGN EXPERIMENTS AND TESTS TO VALIDATE YOUR HYPOTHESES

7. AGREE ON WHO YOU WANT TO CREATE VALUE TO, IT CHANGES EVERYTHING

VALUE CREATION PEDAGOGY MANIFESTO

8. TEACHER ASSESSMENT OF VALUE CREATION

PEDAGOGY IS DIFFERENT FROM TRADITIONAL ASSESSMENT

9. FAST DECISION MAKING, CYCLE TIME, SPEED AND TEMPO

10. LEARNING IS A LOT ABOUT PASSION

11. IN VALUE CREATION PEDAGOGY, ALL STUDENTS ARE EQUALLY

RESPONSIBLE FOR INTERACTING WITH THE OUTSIDE WORLD

12 LACK OF RESOURCES CAN BE COMPENSATED BY GROUP

INNOVATIVENESS AND BEGGING FOR OUTSIDE HELP

13. COMMUNICATE AND SHARE LEARNING

14. VALUE CREATION PEDAGOGY BEGINS WITH BUY-IN FROM OUTSIDE STAKEHOLDERS


Thank you!Martin Lackéus, Doctoral candidate in entrepreneurial education

Chalmers University of Technology

What, why, how? - vcplist.comvcplist.com/wp-content/uploads/2014/10/Webinar-OECD-141024.pdf ·...

Documents

Transcript of What, why, how? - vcplist.comvcplist.com/wp-content/uploads/2014/10/Webinar-OECD-141024.pdf ·...