Opin vísindi

The feasibility of innovation and entrepreneurial education in middle schools

Skoða venjulega færslu

dc.contributor University of Iceland
dc.contributor Háskóli Íslands
dc.contributor.author Jónsdóttir, Svanborg R.
dc.contributor.author Macdonald, Allyson
dc.date.accessioned 2020-06-04T16:08:45Z
dc.date.available 2020-06-04T16:08:45Z
dc.date.issued 2019-04-23
dc.identifier.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
dc.identifier.issn 1462-6004
dc.identifier.uri https://hdl.handle.net/20.500.11815/1875
dc.description.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.
dc.format.extent 255-272
dc.language.iso en
dc.publisher Emerald
dc.relation.ispartofseries Journal of Small Business and Enterprise Development;26(2)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Business, Management and Accounting (miscellaneous)
dc.subject Strategy and Management
dc.subject Teacher role
dc.subject Innovation and entrepreneurial education
dc.subject Social ecology
dc.subject System interaction
dc.subject Teacher efficacy
dc.title The feasibility of innovation and entrepreneurial education in middle schools
dc.type info:eu-repo/semantics/article
dcterms.license Copyright © 2018, Emerald Publishing Limited
dc.description.version Peer Reviewed
dc.identifier.journal Journal of Small Business and Enterprise Development
dc.identifier.doi 10.1108/JSBED-08-2018-0251
dc.contributor.school Menntavísindasvið (HÍ)
dc.contributor.school School of education (UI)


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