Title: | The feasibility of innovation and entrepreneurial education in middle schools |
Author: |
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Date: | 2019-04-23 |
Language: | English |
Scope: | 255-272 |
University/Institute: | University of Iceland Háskóli Íslands |
School: | Menntavísindasvið (HÍ) School of education (UI) |
Series: | Journal of Small Business and Enterprise Development;26(2) |
ISSN: | 1462-6004 |
DOI: | 10.1108/JSBED-08-2018-0251 |
Subject: | Business, Management and Accounting (miscellaneous); Strategy and Management; Teacher role; Innovation and entrepreneurial education; Social ecology; System interaction; Teacher efficacy |
URI: | https://hdl.handle.net/20.500.11815/1875 |
Citation:Jónsdóttir, S.R. and Macdonald, M.A. (2019), "The feasibility of innovation and entrepreneurial education in middle schools", Journal of Small Business and Enterprise Development, Vol. 26 No. 2, pp. 255-272. https://doi.org/10.1108/JSBED-08-2018-0251
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Abstract:Purpose
The purpose of this paper is to construct a means of assessing the feasibility of implementing innovation and entrepreneurial education (IEE) in schools. The study focuses on teaching IEE in middle school (Grades 5–7).
Design/methodology/approach
Data were collected from six middle school teachers in three Icelandic compulsory schools through on-site observations and semi-structured interviews with teachers and principals. Data including documentary evidence were subjected to the method of constant comparison. A model of nested systems provided concepts to create categories for a general rubric of feasible IEE development, the Social ecology rubrics for innovation and entrepreneurship in schools (SERIES).
Findings
Profiles of the six IEE teachers emerged during data collection. Teachers found some IEE methods challenging, especially “standing back” allowing students freedom and agency. Implementation was fragile when IEE developed without support from neighboring systems. In all three schools the weakest connections were with the exosystem (general views in society).
Practical implications
The range of knowledge, skills and competences that emerged in the data could be discussed with teachers as a source of professional development. The application of the SERIES approach can benefit policy, research and practice and developing similar rubrics can provide a valuable assessment approach in other curriculum areas.
Originality/value
An advantage of the rubric is that it is descriptive rather than prescriptive, giving schools an opportunity to develop their own standards. Any professional group can produce their own profile, with categories of levels and systems that reflect their own practice and development.
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Rights:Copyright © 2018, Emerald Publishing Limited
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