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Karlsson, Håkan. "Pedagogiska identiteter : Fostran till entreprenörskap." Doctoral thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-29809.
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The aim of this doctoral dissertation project has been to investigate and describe Entrepreneurship Education in one Swedish county, E‐county. The dissertation is based on five studies, four case studies and a minor follow‐up study. Together these studies constitute a multiple case study called The Main Study. The purpose of the study has been to investigate how European policy on entrepreneurship education has been reproduced and realized in different educational settings in E‐county, and the consequences this has had for fostering students and local identity building. The two first studies, cases A and B were carried out in three schools where three high school programs were studied, the Haircare program, a technical program and a social science program. The programs were chosen so that the whole range of highschool programs were represented; a practical program, a semi‐academic program and an academic program. The third case, C, contained the specific educational program ʺSummer Entrepreneur” which was developed in a local municipality in Ecounty, and had been spread throughout Sweden. The program was developed by local people within the framework of an educational concept that had been imported from Canada, “Open For Business“. The fourth study, case D, was carried out in the educational program Youth Enterprise in local high schools, including the so called “Practice school”. The fifth study was a minor study through interviews with representatives from the different educational programs. To enable methodical triangulation, studies A to D were carried out with interviews, questionnaires, observations and document analysis. The studies were based on theories of entrepreneurship, entrepreneurship education and general education. The theoretical framework for analysis was based on Basil Bernstein’s (2000) theoretical concepts classification, framing, the pedagogic device and pedagogic identities. The major finding from the Main Study was that entrepreneurship education was already part of the educational programs studied for some time before it became part of the Swedish national curricula in 2011. Entrepreneurship had become an element in the fostering of local identities in E‐county. Since it has become a major element of the value base in the national curricula, it will probably be an important part in fostering and identity building in all Swedish schools in the future.
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Figueiredo, Mariana Salas. "O ensino do empreendedorismo: o papel do docente, os métodos pedagógicos e a sua relação com a intenção empreendedora." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/15684.
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Mestrado em Gestão<br>Can entrepreneurship be taught, or be learned? This is a question that brings a broad debate to the table. Indubitably, education has an essential role in attitude development and competences promotion. This assumption has fostered entrepreneurship initiatives and course proliferation, seeking to teach entrepreneurship to individuals. The increasing importance of the entrepreneurial spirit leads to the creation and promotion of entrepreneurship initiatives and encouragement of youngsters to have entrepreneurial profiles.
Today, entrepreneurship education has a crucial role promoting entrepreneurial mindset s in younger people. It stimulates competence and skill development, which extends beyond the business world. The effects of such education depend on strategy and teaching pedagogies, but mostly on its effective implementation. This gives teachers and higher education institutions the challenge of finding nontraditional methodologies and alternative ways to teach the subject.
Therefore, this study aims to explore, through the theory of planned behavior, the effects of entrepreneurship education and its relationship with entrepreneurial intention. Additionally, the essential and challenging role of the teacher is explored, contributing to a better understanding of its significance in entrepreneurship education that is remarkably poorly explored in the literature.
Findings reinforce the strength of the theory of planned behavior as an intention measure; in addition, students were found to increase their entrepreneurial intentions, entrepreneurial knowledge and institutional context perceptions after taking a higher education course. Concerning teachers, a consensus was found between their education aims and similarities among their pedagogic methods, topics and forms of evaluation, along with time and resource management struggles.<br>Pode o empreendedorismo ser ensinado ou, melhor, pode este ser aprendido? Esta é uma questão que tem alimentado uma ampla discussão. Indubitavelmente, a educação tem um papel essencial no desenvolvimento de atitudes e na promoção de competências. Este pressuposto tem fomentado a proliferação de iniciativas e de cursos que visam o ensino do empreendedorismo. A importância do espírito empreendedor leva à criação de actividades de promoção e encorajamento dos jovens a terem perfis mais empreendedores.
O ensino do empreendedorismo tem hoje um papel fundamental na promoção de uma mentalidade empreendedora nos jovens, estimulando o desenvolvimento de competências que extravasam a área empresarial. O impacto desta unidade curricular está dependente da estratégia e da metodologia de ensino-aprendizagem escolhida, bem como da sua capacidade de implementação efectiva. Naturalmente, as metodologias e estratégias de ensino-aprendizagem colocam ao docente e às instituições de ensino o desafio de encontrar metodologias não tradicionais e formas alternativas para leccionar o tema.
Assim, este estudo pretende explorar, através da teoria do comportamento planeado, o efeito da educação empreendedora na intenção empreendedora dos alunos e a relação entre as duas. Adicionalmente, o papel essencial e desafiante do docente na educação empreendedora é explorado, contribuíndo para um maior entendimento daquele que tem um papel central na educação, mas marcadamente pouco explorado na literatura.
Os resultados encontrados reforçam a solidez da teoria do comportamento pleaneado e mostram que os alunos aumentaram as suas intenções empreendedoras, o conhecimento e a percepção do contexto institucional após a frequência de uma disciplina de empreendedorismo. Adicionalmente, encontrou-se um consenso nos objetivos da educação para o empreendedorismo, com pedagogias, contéudos e formas de avaliação semelhantes e dificuldades de gestão de tempo e de recursos.
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Sprankles, William Thomas III. "The Fifth Day Experience: A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.
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Pinheiro, Dalessandro de Oliveira. "Aprender a empreender: a pedagogia empreendedora do SEBRAE." Universidade Estadual do Oeste do Parana, 2010. http://tede.unioeste.br:8080/tede/handle/tede/914.
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Previous issue date: 2010-05-31<br>This study is the object of study the course "Learning to undertake," SEBRAE, one of the tools for the dissemination of ideas of entrepreneurship in Brazil. In the 1990s, with the effects of neoliberalism on the world of work, especially the high unemployment rates, capital printed on the working class successive blows to the rights and conditions of production of material life. On the one hand the demand for a "new worker", polyvalent, making use not only of their physical and technical, but all their attributes and abilities as a human being, his "skills". On the other, the exacerbation of the farm to meet the demands of global competition for markets. Then, based on the discourse of employability and entrepreneurship, SEBRAE is now used as a tool to strengthen political and ideological direction of the capital. Its course "Learning to undertake 'return to the working class in perspective, a reality of structural unemployment, offer workers the opportunity to" be master of himself. " The proposed objectives in the development of the research are: 1) examine the issue conceptual and material conditions that made possible the development of entrepreneurial ideas in the country, 2) analyze the relationship between the institution SEBRAE its course "Learning to Engage," and other vectors in an attempt to contribute to the spread of the entrepreneurial culture in Brazil, 3) analyze the characteristics of the Entrepreneurial Education SEBRAE in spreading the motto "Be your Boss!", 4) analyze how the speech goes against the entrepreneurial skills of speech and employability. The research was developed through analysis of the teaching material of the course "Learning to undertake," especially the video lessons and Participant's Manual, taken as primary sources. As for secondary sources, we use literature related to entrepreneurship, particularly those of a liberal and, in counterpoint, readings that are inconsistent with the historical materialistic perspective and addressing the critical issue. The first chapter presents considerations on the national scene in 1990 and the conditions that allowed the diffusion of entrepreneurial ideas in the country, in the second chapter, this was SEBRAE and of course "Learning to undertake" as well as other vectors, such as capital instruments geared to entrepreneurship, in the third chapter, the primary sources are explored, highlighting the main categories and entrepreneurial characteristics highlighted by the course "Learning to undertake" the fourth chapter discusses the feasibility of the proposed "Learning to Undertake "as an alternative to generate employment and income and the weakening of the notion of qualification ahead of strengthening the ideals of entrepreneurship. Thus, we find some gaps in entrepreneurial discourse to characterize it as restricted to the human, and as of extreme insecurity for workers.<br>Esse estudo tem como objeto de análise o curso Aprender a Empreender , do SEBRAE, um dos instrumentos de difusão das idéias do empreendedorismo no Brasil. Nos anos 1990, com os efeitos do neoliberalismo sobre o mundo do trabalho, em especial as altas taxas de desemprego, o capital imprimiu sobre a classe trabalhadora sucessivos golpes nos direitos e condições de produção da vida material. De um lado a exigência por um novo trabalhador , polivalente, fazendo uso, não só de sua condição física e técnica, mas todos os seus atributos e habilidades como ser humano, de suas competências . De outro, a exacerbação da exploração para atender às demandas da competição global por mercados. Então, calcado no discurso da empregabilidade e do empreendedorismo, o SEBRAE passa a ser utilizado como instrumento para fortalecer a direção político-ideológica do capital. Seu curso Aprender a Empreender volta-se à classe trabalhadora na perspectiva de, numa realidade de desemprego estrutural, oferecer aos trabalhadores a oportunidade de ser patrão de si mesmo . Os objetivos propostos no desenvolvimento da pesquisa são: 1) analisar a questão conceitual e as condições materiais que possibilitaram o desenvolvimento do ideário empreendedor no país; 2) analisar a articulação entre a instituição SEBRAE, seu curso Aprender a Empreender , e outros vetores no intento de contribuir com a disseminação da cultura empreendedora no Brasil; 3) Analisar as características da Pedagogia Empreendedora do SEBRAE na difusão do lema Seja o seu Patrão! ; 4) Analisar o quanto avança o discurso empreendedor em relação ao discurso da qualificação e da empregabilidade. A investigação foi desenvolvida por meio de análise do material didático do curso Aprender a Empreender , especialmente as vídeo-aulas e o Manual do Participante, tomados como fontes primárias. Quanto às fontes secundárias, utilizamos bibliografia relacionada ao empreendedorismo, particularmente as de caráter liberal e, no contraponto, leituras que se coadunam com a perspectiva materialista histórica e que abordam criticamente o tema. No primeiro capítulo apresentamos considerações a respeito do cenário nacional nos anos 1990 e as condições que possibilitaram a difusão das idéias empreendedoras no país; no segundo capítulo, tratou-se do SEBRAE e do curso Aprender a Empreender , além de outros vetores, como instrumentos do capital voltados ao empreendedorismo; no terceiro capítulo, as fontes primárias são exploradas, destacando-se as principais categorias e características empreendedoras ressaltadas pelo curso Aprender a Empreender ; no quarto capítulo, discute-se a viabilidade da proposta de Aprender a Empreender como alternativa para a geração de emprego e renda e a fragilização da noção de qualificação frente ao fortalecimento do ideário do empreendedorismo. Desta forma, procuramos encontrar algumas lacunas do discurso empreendedor para caracterizá-lo como restrito para a formação humana, e como de extrema precarização para os trabalhadores.
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Greenster, Petra, and Ingrid Ninni Peterson. "Entreprenörskap/ Entreprenöriellt lärande- Hur ska de definieras? : Modeord eller framtid?" Thesis, Linnéuniversitetet, Institutionen för teknik, TEK, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9432.
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Syftet med denna uppsats har varit att undersöka hur skolledare respektive kommunpolitiker väljer att definiera entreprenöriellt lärande samt entreprenörskap i skolan. Det vi undersöker är, dels om det skiljer sig i definieringen men även vad entreprenöriellt lärande och entreprenörskap i skolan kan sägas stå för i en vidare mening.<br>The purpose of this study was to examine how school leaders and local politicians choose to define enterprise learning and entrepreneurship in schools. What we are investigating, is if there´s a difference in definition, but also what enterprise learning and entrepreneurship in schools means as a pedagogic concept in a wider sense.
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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
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Youderian, Christopher J. "Essays on entrepreneurship and education." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.
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Doctor of Philosophy<br>Department of Economics<br>Dong Li<br>The first essay tests whether the returns to education are different between entrepreneurs
and regular employees. If the signaling model of education is correct, entrepreneurs should
receive lower returns from education (relative to employees) because they have no need
to signal their productivity to an employer. However, this result should only hold if the
researcher is able to control for selection into self-employment and the endogeneity of ed-
ucation. This is illustrated using a stylized model of signaling. The relationship between
self-employment and the returns to education is tested using data from the 1996 Survey
of Income and Program Participation. This rich panel dataset makes it possible to control
for many business-specific characteristics, like business equity, that have been previously
unaccounted for in the literature. Ordinary least squares regressions find the correlation
between education and earnings to be weaker for entrepreneurs. To control for selection,
I utilize a Heckman selection model using spousal health insurance and housing equity as
instruments. It shows that selection biases downward the correlation between education
and income for entrepreneurs. Finally, a fixed effects model is employed to control for any
time invariant unobserved heterogeneity. This approach indicates that education is as valu-
able, if not more valuable, to entrepreneurs as it is to employees. This does not support the
signaling hypothesis. The finding is robust to different measures of entrepreneurial earnings.
The second essay explores whether unemployed workers make successful transitions into
self-employment. It is well established that unemployed workers are more likely to transition
into self-employment than individuals coming from paid employment. A growing body of
literature suggests that these formerly unemployed entrants tend to exit self-employment
earlier than typical entrants. It is tempting to attribute this result to differences in ability
between the two groups. However, using an adapted version of Frank (1988)’s Intertemporal
Model of Industrial Exit, I show that this is not the case. In this model, entrants to self-
employment receive noisy information about their true entrepreneurial ability from their
earnings in the market. I show that low ability entrants to entrepreneurship should be no
more likely to exit self-employment than high ability entrants to self-employment. This is
because although low ability entrants will earn less as entrepreneurs, their outside wage in
paid employment will also be proportionately lower. Survival in self-employment, therefore,
is a function of how initial expectations match reality. This leads me to suggest that the
high exit rates out of self-employment for the formerly unemployed may be because this
group systematically overestimates their entrepreneurial ability at entry. This hypothesis
is justified by evidence from the psychology literature that low ability individuals tend to
overestimate their performance. Duration analysis on data from the 1996 and 2001 panels
of the Survey of Income and Program Participation confirms that the formerly unemployed
are more likely to exit self-employment. I also find preliminary evidence consistent with the
hypothesis that the unemployed overestimate their likelihood of success in self-employment.
These findings should give policymakers pause before incentivicing the unemployed to enter
self-employment.
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O'Connor, Allan. "Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.
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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009.<br>Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)
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Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.
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The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.
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Farzin, Farnaz. "Investigating entrepreneurship education in an emerging economy : evidence of technology entrepreneurship in Iran." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743913.
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Jacobsen, Petter Jacob. "A Case Study: action based Entrepreneurship Education." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15059.
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This paper contributes by providing suggestions on how to analyze business ideas forexploitation in an entrepreneurial education context, and how the institution can provide support activities to enhance the chance of successful exploitation. Active learning has become the preferred choice of teaching entrepreneurship and external ideas are used to provide the students with business opportunities to exploit. An instrumentaø case study on the Norwegian University of Science and Technology – School of Entrepreneurship, however, finds challenges on collaborating with these external partners. By reviewing theory, ways to improve the analysis of business opportunities are found and presented. Additionally a structured idea search process and mentors are suggested as a mean of gaining access to sufficient business ideas and the experience and network necessary for a successful evaluation and exploitation process.
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Hofmuth, Matthias [Verfasser]. "Selected Essays on Entrepreneurship Education / Matthias Hofmuth." München : Verlag Dr. Hut, 2015. http://d-nb.info/1069020486/34.
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Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.
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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
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Avenant, Leonie. "Entrepreneurship leadership and creativity." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51743.
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Thesis (MEd)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: In this masters thesis the nature and theory of entrepreneurship, leadership and
creativity are discussed. The primary objectives were to identify the entrepreneur.
The secondary objectives were to evaluate that when he corporates his
leadership skills and creativity if he can be a winner. Entrepreneurs create and
manage change. Action-orientation is the essence of entrepreneurship.
In order to achieve the above-mentioned objectives an in-depth literature study
was carried out. It was followed by informal interviews with different
entrepreneurs, managers and leaders of big and small businesses. Young
entrepreneurs were also interviewed. During this study it was found that
leadership and creativity are necessary for entrepreneurship, in order to prosper
in an increasingly competitive world.
Development of entrepreneurship, leadership and creativity becomes an
important strategic objective of schools and other organisations. There is a need
for training young people and adults efficiently. This situation poses definite
challenges. On the part of educators it requires innovative and unique
approaches to develop these abilities.
Entrepreneurs are leaders. Being a leader is a prerequisite to entrepreneurship.
An entrepreneur must be a leader to attract, retain and get the most out of
financiers, suppliers, customers, consultants, professionals and contractors. He
must be a leader to get the best out of himself. Some entrepreneurs lead in such
a way that their leadership is easy to observe and to understand, while others'
ways are less visible or comprehensible; but they are all leaders.
One thinks that leaders are born with leadership talent. Some small elements of
leadership may come with birth (Shefsky, 1994: 168), but those elements tend to
determine the quality of the leadership, not the existence of leadership talent.
People can be educated how to be leaders. This can also be taught at school.
Entrepreneurial leadership develops by keeping perspective so that dreams can
become reality, knowing why one must lead, identifying targets and staying focussed. Like other forms of leadership, entrepreneurial leadership entails a
blend of what is ethically correct and what is financially successful.
The entrepreneurial leader must be prepared for the stimulation and the
responsibility of the position.
Creativity in entrepreneurship is challenging and stimulating. Intuition is the
enabling factor in creativity. Once the entrepreneurial leader creates, he tears
apart his good ideas. He will analyse how long his idea will take to develop, what
the risk is and what the market is. He will estimate both sides of success,
spectacular and worst case scenarios. His mind will be open for creativity to truth.
He will be inquisitive, he will question everything and try to figure out how in the
world everything can be done better.<br>AFRIKAANSE OPSOMMING: In hierdie verhandeling word die aard en teorie van entrepreneurskap,
leierskap en kreatiwiteit bespreek. Die primêre doelwitte was om te bepaal
of die entrepreneur suksesvol kan wees as hy leierskap en kreatiwiteit
koppel aan entrepreneurskap. Die entrepreneur skep verandering en hy
bestuur verandering. Die wese van die entrepreneur is daarin om
daadwerkilk op te tree.
Om bogenoemde doelwitte te verwesenlik, is en diepgaande
Iieteratuurstudie gedoen, asook onderhoude gevoer met verskeie
entrepreneurs, bestuurders en leiers van groot en klein sakeondernemings.
Daar is ook onderhoude met skoolgaande en jong
entrepreneurs gevoer.
Tydens die studie is bevind dat leierskap en kreatiwiteit noodsaaklik is vir
entrepreneurskap ten einde voorspoedig te wees en vooruit te gaan in en
Wêreld wat toenemend mededingend raak.
Ontwikkeling van entrepreneurskap, leierskap en kreatiwiteit raak al hoe
meer die strategiese doelwitte van skole en ander organisasies. Daar is en
behoefte daaraan om jong mense en volwassenes effektief op te lei.
Hierdie situasie skep werklik uitdagings.
Aan die kant van die opvoeders vereis dit unieke verandering deur
nuwighede in te voer en unieke benaderings te ontwikkel, ten einde
hierdie vermoëns te ontwikkel.
Entrepreneurs is leiers. Om en leier te wees, is en vereiste vir
entrepreneurskap. en Entrepreneur moet en leier wees ten om die
finansiers, verskaffers, kliënte, konsultante, beroepslui en kontrakteurs aan te trek, hulle te behou en die meeste uit hulle te haal. Hy moet 'n leier
wees om die beste uit homself te kry. Sommige entrepreneurs lei op so 'n
manier dat hulle leierskap maklik waarneembaar en verstaanbaar is.
Ander se leierskap is weer minder sigbaar of verstaanbaar, maar hulle is
almal leiers.
Daar word algemeen aanvaar dat leiers gebore word met leierskaptalent.
Sommige beginsels van leierskap is reeds by geboorte aanwesig
(Shefsky, 1994: 168), maar hierdie beginsels is geneig om die bestaan
van leierskap te bepaal, maar nie die bestaan van leierskap talent nie.
Mense kan opgelei word on leiers te wees. Leierskap kan ook in die skool
aangeleer word.
Ondernemende leiers ontwikkel deur perspektief te behou sodat hulle
drome werklikheid word, deur te wete te kom hoekom hulle moet lei, deur
doelwitte te stel en gefokus te bly. Soos enige vorm van entrepreneurskap
tree hulle eties korrek op om finansieel suksesvol te wees.
Kreatiwiteit en entrepreneurskap skep 'n uitdaging en is stimulerend.
Intuïsie is die bydraende faktor tot kreatiwiteit. Sodra die voornemende
leier skep, haal hy sy idee uitmekaar uit. Hy analiseer hoe lank dit sal duur
voor sy idee ontwikkel, wat die risiko is en waaroor die mark geleenthede
gaan. Hy maak 'n waardebepaling van moontlike suksesse of mislukkings.
Hy is ingestelop kreatiwiteit, is ondersoekend en weetgierig. Hy doen alles
in sy vemoë om 'n belangrike rol te speel om die wêreld 'n beter plek te
maak.
Klem is gelê op die eienskappe, vaardighede, rolle en funksies van die
voornemende leier en watter rol leierskap en kreatiwiteit in
entrepreneurskap speel.
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Adams, Paul Derrick. "Education, education policy and the politics of pedagogy." Thesis, University of Hull, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550506.
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Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.
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The purpose of this research report is to investigate how Entrepreneurship is being taught in the classroom of secondary schools and to see if there is a vast difference between how it is taught across the income spectrum of the students.The research used a qualitative methodological approach. Questionnaires were sent out to respondents selected by the researcher (convenient sample). Then there was a follow-up in-depth interview with all the respondents. The respondents are all teachers who currently teach entrepreneurship at secondary schools and were divided into three groups depending on the school they teach at. There is the private school, the Model C School and the public school.The research revealed that there are vast differences in the way entrepreneurship is taught between the schools. Private schools have a large component of ‘beyond the classroom’. These include company visits, guest lecturers on entrepreneurial exercises. Model C Schools were very limited with the ‘odd’ guest lecturer and ‘fund raising’ poject. Public schools have no practical component to entrepreneurship what so ever. All the previous research suggests that a practical component to teaching entrepreneurship is vital. This research high-light’s that entrepreneurial education is seriously lacking at secondary school level in that a practical component seems to be missing.This research report looked at different schools to see if there was possibly a model that could be replicated across secondary schools that could bring in a practical element to teaching entrepreneurship. A model was found called, ‘R10 in ten days’. Students are placed in pairs and given R10 on a Wednesday. The following Friday they return the R10 and profit. They pay 20% to the school and keep the rest. This is a model that can be implemented in every school. Furthermore it creates a culture of ‘entrepreneurship’. Parents, relatives and friends get involved. A culture that encourages entrepreneurs is far more successful than one that doesn’t.<br>Dissertation (MBA)--University of Pretoria, 2012.<br>Gordon Institute of Business Science (GIBS)<br>unrestricted
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Clément, Michelle Lorna. "An investigation of emerging signature pedagogy for social entrepreneurship and the sharing of practice." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3018892/.
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Social entrepreneurs and social enterprises play a key role in society as they provide innovative solutions to society's most pressing social, cultural and environmental problems. Social entrepreneurial education is a specialized academic field with a potential to impact community issues through social and economic value creation but the complexities and uncertainties of social entrepreneurial curriculum require academics and students to balance social, environmental, and business goals. The balancing of such diverse goals coupled with the newness of the subject area creates challenges to developing and teaching social entrepreneurship (SE). Unlike entrepreneurial education, SE curriculum should reflect the social entrepreneurial business environment where emotional intelligence, compassion and empathy are skillsets that define social entrepreneurs and social enterprises. It is a complex matter, therefore, to begin teaching SE as an academic, how does one teach this subject especially for faculty used to the more traditional Business School curriculum? This study therefore aimed to elicit elements of emerging signature pedagogy for SE through semi-structured interviews with expert faculty. Signature pedagogies are the 'forms of instruction that leap to mind' (Shulman, 2005b, p.52) when thinking about a discipline, are replicated across institutions, and can reveal the core values of a discipline. Social entrepreneurship is a new academic field and this study explored common pedagogical approaches across institutions offering SE programs that may create distinctive practices - signature pedagogies. Shulman's (2005a; 2005b) emphasizes the need for sharing of knowledge across institutions to sustain signature pedagogies but his work does not address how to share knowledge. This study builds on Shulman's work investigating ways of sharing of knowledge practices among academics as a way of building an emergent signature pedagogy. In a design-based research approach, two sets of interviews were conducted in this study with faculty experienced in teaching and those that were not. A Reflection And Service Learning Design (RASL) was created following the first set of interviews and introduced to faculty new to SE in the second set of interviews. Shulman's (2005b) work identifies characteristics of signature pedagogy but does not address how signature pedagogies are formed in emerging disciplines. This design-based research approach helped test the feasibility of sharing emergent signature pedagogy in SE through a learning design which also provided insight on the development of signature pedagogies. The results of the study indicated there were both barriers to sharing and ways that building resources among faculty members could encourage a culture of sharing with the goal of establishing emergent signature pedagogy. Shulman's (2005b) work focuses on common pedagogical practices observed in the classroom by discipline but it does not address institutional support or barriers to implementation of these pedagogical practices and the findings in this study build on the institutional gap. This study concludes that the biggest influence on building social entrepreneurial pedagogy involve: institutional development of faculty around service learning and the use of student reflections in the classroom, providing administrative support for community engagement, and offering rewards for sharing resources.
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Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.
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The purpose of this study is to identify and analyze reoccurring insights in Entrepreneurship Education (EE) literature, fill gaps in the scholarly discussion, and develop innovative teaching tools for entrepreneurship educators. The study is based on an in-depth review of the current EE literature drawing on insights from about 70 studies. The analysis finds a clear need for: EE on the university level; clear goals and objectives; clear program descriptions; a more practical orientation; and true alumni networks. Additionally it finds that EE should be interdisciplinary, student-centered, practical, as well as containing strong elements of reflection, support, and networking. These findings are a valuable resource for educators interested in innovative teaching practices and entrepreneurship program design in a university context. This paper develops three suggestions on the use of innovative teaching practices, namely a course on business models, an adapted form of business simulation with a focus on cross-disciplinary networking, and a comprehensive class in entrepreneurial venturing that takes the student through all steps of establishing and growing a business.
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Ismail, Mohd Zahari. "Developing entrepreneurship education : empirical findings from Malaysian polytechnics." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:2682.
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This study identifies empirically the effectiveness of the entrepreneurship curriculum used in Malaysian polytechnics. This includes an evaluation of the syllabus, teaching methods and lecturer training programmes. The study investigates the relationship between entrepreneurship education and polytechnic students‟ entrepreneurial tendencies. The needs of this research arise due to problems of unemployment amongstgraduates and the inadequacy of research on entrepreneurship education. It also responds to the government's intention to achieve “Developed Nation” status in 2020.The research, one of the most comprehensive ever undertaken in this area, comprises interviews and focus groups with students, lecturers, senior managers in polytechnics and officials from the Malaysian Ministry of Higher Education. In addition, the General Enterprising Tendency (version 2) Test (GETv2) was used with students to explore their entrepreneurial tendencies. Six hundred Malay-version questionnaires were randomlydistributed to selected classes during a regular lecture period in 2008. After screening, a total of 506 questionnaires were deemed completed and usable: a response rate of 84.3 percent. The study identifies that the entrepreneurship syllabus in polytechnics is not effective and students are not imbued with entrepreneurial knowledge, skills and attributes during their study. Teaching approaches appear to be inappropriate and polytechnic lecturers do not appear to have relevant entrepreneurial skills, knowledge or training. There are shortcomings in the way entrepreneurship education is organized and funded in highereducation and cooperation and networking within the agencies, whether domestic or international, is low. The role of culture perceived to be of particular importance. Cultural factors such as gender, values, religion, family back ground and ethnicity are crucial issues which influence students‟ tendency towards entrepreneurship. These findings provide the basis for a new model of entrepreneurship development for higher education in Malaysia.The contribution of the study is therefore to add to the body of knowledge on entrepreneurship education by providing empirical evidence from a Malaysian perspective.
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Setzepfand, Lena, Ida Kristina Kühn, and Anja-Christina Hinrichs. "Quality Assurance in Vocational Orientation through Entrepreneurship Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20873.
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Schneider, Wilfried. "Entrepreneurship Education an Wirtschaftsschulenzwischen kreativen Spielereien undsinnvoller Planung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/6046/1/Schneider_2016_MANZ_Entrepreneurship%2DEducation.pdf.
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Obermark, Lauren E. "Revising Rhetorical Education: Museums and Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372085392.
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Chartrand, Rebecca. "Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy." Canadian Journal of Native Education, 2012. http://hdl.handle.net/1993/31755.
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Using a bifocal, place conscious Anishinaabe-Western/Euro-Canadian lens, the evolution of Aboriginal education is examined from a personal and professional perspective. Meaning surfaces from the lived-experiences of the author, an Anishinaabe woman, educator, parent, community member and Aboriginal education specialist, and what continues to unfold at national, provincial and local levels as “Aboriginal education” with an emphasis on what is taking place in south central Manitoba. The thesis highlights the resurgence of Indigenous ways of knowing, teaching and learning, specifically Anishinaabe pedagogy, and identifies goals for education from an Anishinaabe lens that looks beyond academic success to pedagogical tools that can help restore wellness and well-being for all Canadians.<br>October 2016
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Kramer, Karen Lee Van Brunt. "A qualitative study of an educational entrepreneurship program /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487778663287062.
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Ivey, Carole. "Interdisciplinary Teamwork Pedagogy." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2381.
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The purpose of this study was to describe the interdisciplinary teamwork pedagogy of the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training programs, specifically the content focus, instructional methods, and assessment practices. LEND programs are a national network providing long-term, graduate interdisciplinary training through federal funds from the Health Resources and Services Administration's Maternal Child Health Bureau. This study used a mixed method approach to describe the interdisciplinary teamwork pedagogy of LEND training programs. The study occurred in three stages: 1) a survey of LEND training directors, 2) a survey of LEND interdisciplinary teamwork instructors, and 3) document review of the national LEND website and LEND program websites. Data were analyzed using statistical and qualitative methods and interpreted through the use of professional competencies, the How People Learn framework, and research literature. This study provides for an understanding of interdisciplinary teamwork within one national program in order to inform efforts for training, practice, and research.
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Snow, Michelle Hansen. "Music education and entrepreneurship: post-secondary music teacher education and value creation for individuals and communities." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12633.
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Thesis (D.M.A.)--Boston University<br>Entrepreneurship is a topic gaining attention within post-secondary education in the United States in a multitude of disciplines outside of the traditional business school. In the discipline of music, entrepreneurship education can be described as an approach to preparing professional musicians that considers the artistic and economic environment they will encounter upon graduation. The aim of entrepreneurship education is to help a student creatively apply her or his education, skills, passion, and vision toward creating a sustainable career in music. Entrepreneurship education may hold particular significance in the realm of music teacher preparation in post-secondary education for its potential to broaden employment opportunities for music educators and to help them create new and expanded value for individuals and communities within and beyond the pre-K-12 school settings for which music educators are traditionally prepared to work. Examples include preparation in studio teaching and community music leadership.
Drawing on the historical and theoretical foundations of traditional entrepreneurship, and examining current models of entrepreneurship and entrepreneurial thinking in music education, I develop a conceptual framework for how entrepreneurship education might serve as a means of positively transforming music teacher preparation practices in post-secondary education to better meet the career needs and interests of music education majors and other music majors who aspire to teach music. Programs that are designed to create musical, social, and economic value for individuals and communities may challenge and expand current accepted definitions of "music educator" and might bring greater relevance to the aims, processes, and content involved in music teacher preparation programs. Particular attention is focused upon three entrepreneurial models of music education: the Sistema Fellows Program of El Sistema USA, Musical Futures in the United Kingdom, and the Music-in-Education concentration at New England Conservatory.
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Sportun, Jaime. "Advertising as a pedagogy? using literacy and critical pedagogy to empower youth." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104836.
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Partially grounded in the work of George Gerbner, and also in other media theorists including John Berger, Roland Barthes and Michael Hoechsmann, this thesis aims to explore the concept of media as public pedagogy. Based on these theories, an in-depth analysis of the advertisements produced by cellular goods and service providers and their effect on the youth generation with respect to the relatively new phenomenon of cyber-bullying will be examined. Then, through the works and writings of critical pedagogues including Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe and Donaldo Macedo, a media literacy approach to education will be introduced which aims to empower youth by enabling them to critically examine the media designed for their consumption.<br>Principalement fondée par le travail de George Gerber, mais aussi présente dans celui de d'autres théoriciens médiatiques incluant John Berger, Roland Barthes et Michael Hoechsmann, cette thèse a pour but d'explorer le concept des médias comme pédagogie publique. Fondé sur ces théories, une analyse approfondie des publicités produites par les fournisseurs de produits en téléphonie mobiles et leurs effets sur la jeune génération dans le cadre du nouveau phénomène de cyber intimidation sera examinée.Ensuite, par l'entremise de travaux et d'écrits de pédagogues critiques tels que Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe et Donaldo Macedo, une approche d'éducation médiatique sera présentée, ce qui a pour but de donner plus de pouvoir aux jeunes en leur permettant d'examiner d'une façon critique les médias conçus de leur consommation.
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Barnard, Juanita Marlyn. "An assessment of entrepreneurial intentions of secondary school learners in selected areas / J.M. Barnard." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8781.
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This study highlights the need for a youth entrepreneurship education program of value in South African secondary schools. It examines the enterprising tendencies of grade 12 learners in 10 secondary schools in the Lejweleputswa District of the Free State province, South Africa, using the General Enterprising Tendency (GET) test.
An investigation into the current status of entrepreneurship in South Africa revealed that there is a lack of entrepreneurs and not enough people who have the orientation and skills to create new businesses. This leads to a situation where the South African economy performs poorly and the recent financial crisis exuberated South Africa’s challenges in terms of poverty, unemployment and income inequality. In addition, youth unemployment has worsened as a result of the recession, because the youth lack the needed qualifications, experience and skills to compete for the few job opportunities in the labour market. Entrepreneurship and innovation are widely seen as key sources of renewed economic growth, creating jobs and advancing human welfare.
This study shows that the South African youth has a positive enterprising tendency. The ‘General Enterprising Tendency Questionnaire’, completed by 530 grade 12 learners was evaluated and learners scored within the average score, although at the lower end of the suggested average. When the questionnaire’s constructs are evaluated, learners scored below the suggested average score on ‘need for achievement’, ‘need for autonomy’, ‘creative tendency’ and ‘moderate/calculated risks’, but above the suggested average for ‘drive and determination’, but it can be conclude that learners shows a tendency to be entrepreneurial.
However, the study suggests that grade 12 learners in the Lejweleputswa sample have overrated expectations on the ‘drive and determination construct’. It appears that they do not have the propensity to be creative and have a low drive to be autonomous. The study also reveals that there are no practical significant differences between the mean values for the demographic variables school, age, gender, home language and ethnic group regarding the measured constructs.
Major shortfalls in the current education system are highlighted, including teachers with no previous knowledge of commercial subjects that are forced to teach entrepreneurship, most schools do not implement Economic and Management Science (EMS) as learning area and as from 2013, EMS will only be introduced to the curriculum in the Senior phase (grade 7 to 9). In addition, learners are not motivated to be creators of jobs, but to rather seek employment.
The study concludes that public schools in South Africa do not have the capacity to implement a successful program of youth entrepreneurship education. The involvement of Government, Department of Education, schools, teachers, parents, learners, entrepreneurs and organised business is needed to promote youth entrepreneurship in South Africa. The study expands on recommendations and presents a national strategy to enhance youth entrepreneurship in South African schools, but concludes that future research is needed.<br>Thesis (MBA)--North-West University, Potchefstroom Campus, 2013
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Gutierez-Schmich, Tina. "Public Pedagogy and Conflict Pedagogy: Sites of Possibility for Anti-Oppressive Teacher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20490.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, students of color, and students with disabilities are failing school and being pushed out at much higher rates that majority populations students while also experiencing high rates of bullying, harassment, and physical violence in school. This study explores efforts to reduce the violent experiences and academic disparities for these students through teacher practice at the classroom level. It examines public pedagogy and conflict pedagogy as curricular strategies in a preservice teacher education course over 5 years. The course aims to develop and support an advocate/activist teacher identity, a teacher identity that is not neutral and can challenge and disrupt the ideas and practices that have become normalized in our schools.
This research draws on three theoretical frameworks to inform the design and analysis of this study on teacher identity: poststructuralism, feminist pragmatism, and queer theory. These theories provide a conceptual vocabulary for critically examining anti-oppressive teacher education curricula. Specifically, this work looks at the way public and conflict pedagogy can be used to achieve anti-oppressive curricular ends through the potential impact on preservice teacher identity.
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Halbfas, Brigitte. "Entrepreneurship education an Hochschulen : eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dokv̲ar=1&doke̲xt=htm.
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Halbfas, Brigitte. "Entrepreneurship education an Hochschulen eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2005. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dok_var=1&dok_ext=htm.
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Sahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, 2015.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 69-76).<br>Entrepreneurship and Entrepreneur are not gender-neutral concepts.[1] In the United States, men are twice as likely to be involved in entrepreneurship than women. Women have founded or led only 11% of venture capital backed US firms. Moreover, women-led firms have received only 7% of venture capital.[2] Clearly, there is a serious dearth of women in entrepreneurship. Research has shown that education can have an impact on gender segregation of aspirations, and that it acts as a barrier for women to move into historically male-dominated roles with higher earning potential. In higher education, gender segregation results in a variety of disciplines including entrepreneurship.[3] In this thesis, we examine the problem and recommend solutions to improve entrepreneurship and innovation education and entrepreneurial opportunities for women. We look at Science, Technology, Engineering, Mathematics (STEM) programs focused on increasing participation of women in STEM and map them to entrepreneurship. Furthermore, we discuss the programs and resources available to women entrepreneurs. We recommend designing new programs and investing in resources for women innovators and entrepreneurs.<br>by Esha T. Sahai.<br>S.M. in Engineering and Management
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Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.
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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
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Hannan, Mark Joseph. "Evaluating the impact of entrepreneurship education :an exploratory study." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491948.
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This thesis aims to create additional knowledge and understanding in measuring the impact of entrepreneurship education at the tertiary level. In particular, this study investigates whether embedding entrepreneurship into the curricula of undergraduate degree programmes has a positive impact on students' entrepreneurial attitudes and intentions. Intentions-based models are used as the theoretical basis for determining the impact of entrepreneurship modules, specifically Shapero's (1985) model of the 'Entrepreneurial Event'. In addition, this study also investigates whether other extraneous factors, such as role models, influence students' entrepreneurial intentions. The influence of these factors is investigated since they could demonstrate if any factors could be integrated into the teaching design and content of modules to ensure greater impact. This study employed a comparison group pre-test/post-test research design to assist in determining causality, that is, if entrepreneurship education caused a change in students attitudes and not other factors. The empirical data of this study was derived from a survey. The survey data of 577 students at the pre-test stage and 321 at the post-test stage was used to test the research aim, objectives and hypotheses. The results indicate that the embedded approach to teaching has little impact on students' attitudes or intentions. However, if students undertake work experience as part of their module the findings suggest that this will enhance students' entrepreneurial selfefficacy. The results provide support for the continued use of intentions-based models to explain entrepreneurial behaviour, however, the model that emerged from the statistical analyses differed somewhat to that hypothesised. Finally, the findings highlight that extraneous factors, such as role models and gender, significantly influence the formation of entrepreneurial intentions. These findings highlight possible ways for lecturers to enhance students' entrepreneurial intentions and help identify those sub-sections of students who may need additional information and support.
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Felsher, Rivka Aliza. "Policy entrepreneurship| A descriptive portrait of higher education leaders." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095899.
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<p> As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time.</p><p> The study employed a descriptive, revelatory, single-case study research design (Yin, 1994) interpreted from the postpositivist paradigm (Creswell, 2007). The major source of data, drawn from 23 interviews with policy entrepreneurs from across the United States, was triangulated with document reviews and a multi-level coding strategy. Then the data were framed by the research questions and juxtaposed against nine propositions extracted from the extant literature to derive the study findings.</p><p> The policy entrepreneurs in this study are creative political leaders with a passion for improving educational opportunity. They are adaptable, pragmatic on details of policy shaping, and use the means available to them to influence. Policy entrepreneurs don’t work in isolation; rather, they are network dependent. They value collaboration and seek to develop relationships and create opportunities to advocate for policy innovations that benefit students before institutions or organizations, taking calculated risks with interminable patience, and making sacrifices for their cause. They have learned to listen, compromise, reach across the aisle, strategize, and recognize windows of opportunity. They work hard to build credibility and trust. Workplace mentorships and peer relationships are a major source of their learning and development.</p>
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Ogden, Arthur Gilmore. "Nietzschean pedagogy: A revaluation for contemporary education." ScholarWorks, 1995. http://scholarworks.waldenu.edu/dilley/3.
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This inquiry is intended to present a compilation of the work nineteenth century German philosopher Friedrich Nietzsche offered in the field of philosophy of education. It focuses on three elements which attempt to offer some solutions to the problems facing our contemporary educational institutions, particularly public schools: (1) the similarities between our contemporary educational climate and the educational climate in Nietzsche's Germany during the second half of the nineteenth century; (2) the viability of an education which stresses personal achievement through academic rigor (i.e., teaching the ubermensch, the over-man, or the higher state of the human condition); and, (3) the necessity of establishing a philosophy of education which places the learner as the focus of the entire process in order to promote creativity and critical thinking.
An application of the elements of Nietzschean pedagogy to contemporary education will produce a knowledge delivery system which answers the needs of the student first, the society second.
The thrust of this dissertation is the justification of a revaluation of those meta-educational principles which have resulted in the mediocre conditions we find in our schools and institutions today.
Nietzsche's concern with education during his time resulted in his model of education which placed the receiver of education, the student, at the focal point. This model is specifically not student-centered, but rather, is a blueprint for the development of the ubermensch, or the higher state of being of the student within the human condition, who will effect a revaluation of values. Nietzsche posited a philosophy of education designed to promote individual creativity and critical thinking based upon four elements: love between the pedagogist and the learner, promotion of competition in the Greek tradition of agon, adherence to a doctrine of amor fati, and education of the whole person.
Essentially, this dissertation establishes the circumstances of our present-day educational institutions, makes a thorough examination of Nietzsche's concept of education, and then applies these concepts in presenting a framework for the revaluation of our educational system through a Nietzschean pedagogy in the form of seven Corollaries for a Revaluation of Contemporary Education.
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MacEachren, Elizabeth J. "Craftmaking a pedagogy for environmental awareness /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66359.pdf.
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Jónsdóttir, Svanborg R. "Two sides of the same coin : Innovation education and entrepreneurship education in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12149.
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Bernardo, Nathalia Rana Rosa. "A public intitution of higher education and technology entrepreneurship education: a case study." Universidade de Taubaté, 2015. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=803.
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The entrepreneurial activity, from the last century, has been considered essential for the generation of wealth of a country. Brazil is considered one of the most entrepreneurial countries in the world. However, a major problem is the high mortality
rate of companies. The entrepreneurial education in this sense may take the relevant function to motivate, help and support initiatives that foster the development of entrepreneurial skills, contributing to the initiation and maintenance business
probably more likely to succeed. Based on these considerations, this dissertation that aimed to identify, describe and analyze the entrepreneurship training in a Public Institution of Higher Education Technology through the education program and the
perception of students and coordinators. The research is classified as exploratory; the point of view of technical procedures, we conducted a field study, developed
through document analysis and case study. The survey was conducted with 74 students enrolled in the 5th and 6th semesters of courses offered by the institution, because they were already in the final phase of the degree program. Participants are also three of the Institution course coordinators. As a result, one can observe the convergence of perceptions of the Course Coordinators and Student Body regarding the concept and importance of entrepreneurship, especially the realization of a dream, the possibility of start-ups and entrepreneurial activity as a potential human being. Furthermore, it was possible to detect that 74% of respondents wish to undertake, reinforcing the notion that the Brazilian population has `vocation for entrepreneurship. Regarding the institution, it was noticeable actions that allow the practice of entrepreneurship and the development of entrepreneurial skills in their students, which shows the concern of the institution to the development of trained professionals to work face the challenges of the XXI century.<br>A atividade empreendedora, a partir de meados do século passado, passou a ser considerada essencial para a geração de riquezas de um país. O Brasil é considerado um dos países mais empreendedores do mundo. No entanto, um dos grandes problemas é o elevado índice de mortalidade das empresas. A educação empreendedora, nesse sentido, pode assumir a relevante função de motivar, contribuir e apoiar as iniciativas que fomentem o desenvolvimento de habilidades empreendedoras, colaborando para a iniciação e manutenção de negócios provavelmente mais propensos ao sucesso. Partindo destas considerações, esta dissertação tem por objetivo identificar, descrever e analisar a formação para o empreendedorismo em uma Instituição Pública de Ensino Superior Tecnológico, por meio do projeto pedagógico e da percepção de seus alunos e coordenadores. A pesquisa classifica-se como exploratória; do ponto de vista dos procedimentos técnicos, foi realizado um estudo de campo, desenvolvido por meio de análise documental e estudo de caso. A pesquisa foi realizada com 74 alunos matriculados nos 5 e 6 semestres dos cursos oferecidos pela Instituição, pois estes já se encontravam na fase final do programa de graduação. São participantes também, três coordenadores de curso da Instituição. Como resultado, pode-se observar a convergência das percepções dos Coordenadores de Curso e do Corpo Discente no que tange ao conceito e à importância do empreendedorismo, destacando-se a realização de um sonho, a possibilidade de criação de empresas e a atividade empreendedora como um potencial do ser humano. Além disso, foi possível detectar que 74% dos alunos pesquisados desejam empreender, reforçando a noção de que a população brasileira possui vocação para o empreendedorismo. Com relação à
Instituição, foi possível notar ações que permitem a prática do empreendedorismo e o desenvolvimento de habilidades empreendedoras em seus alunos, o que mostra a preocupação da Instituição com a formação de profissionais capacitados para atuar frente aos desafios do século XXI.
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McMaster, John. "Yumi pedagogy: pedagogy with cultural integrity in the Torres Strait." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00006230/.
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[The Mariner's Chart]I've chosen to use the metaphor of the mariners chart to highlight the characteristics that are the essential elements of this study. This metaphor also sits comfortably with the Torres Strait Islander people, both historically and contemporaneously. The document '(IN) THE BEGINNING: The mariner’s chart to the folio’, represents the chart which enables readers ofthis study to 'navigate' their individual progress through the study in ways that reflect the reader's motivation/s. As with most maritime voyages, destinations can be reached via a number of different routes. These routes will be partially determined by motivations including tides, winds, directness, the skill of the navigator and the whim of the skipper. These motivations also apply to any reading of this study. The essential starting point will bedetermined initially by reference to the chart. Being made aware of the elements of the folio (logs of the various voyages) will influence where the reader goes from there; in other words, what folio elements (logs of the voyages) the reader will go to first and the order they chooseto follow, subsequent to that. There is no necessary order in which the logs of the various voyages should be read, following the initial reference to the 'chart'.The mariner's chart identifies low water marks, channel markers, reefs, sandbanks, and unseen obstacles. These represent only a handful of the dangers the reader (mariner) will face on the voyage. Likewise the study has its share of 'dangers', both seen and unseen. Thewhole nature of the study is in a sense, dangerous. I anticipate that any reading of the study will necessarily reflect the idiosyncrasies of the reader, so that the conclusions that I have reached, represent only one view of the data. The identification of the data itself reflects a level of interpretation that is also very personal, highlighting the reality that others(readers/mariners) may see greater significance in aspects of the recorded data that the author has not. The log of the voyage, My Journey An Autobiographical Narrative, clearly identifies a very personal journey or series of journeys, all of which reflect a range of reefs and sandbars that the author has sometimes been stranded on, between tides, giving time for reflection on actions that have either proven unsuccessful or are cause for quietcontemplation. Each of the folio elements reflects this metaphoric mix of danger and clear passage, in many different ways and at many different levels, inviting the individual and equally legitimate reactions of each reader.Whilst Torres Strait Islanders historically navigated by the stars and the seasons today, electronic navigation charts have tended to replace these important and culturally significant practices. Torres Strait people have metaphorically experienced being stranded on reefs andshoals and being wrecked, especially in terms of the education processes they have been exposed to, by virtue of this cultural shift. The process, educationally, of replacing the reliable historic (navigation) practices of Torres Strait Islanders with contemporary, western(navigation charts) practices has frequently resulted in confusion, frustration and a failure to produce successful educational outcomes for Torres Strait Islanders - clear passage to the future. The reasons for this situation are explored in greater depth in this study.With these explanations in mind then, the reader is invited to engage on their own voyage through this study.
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Maier, Acosta Ana Margarita. "A multiculturalist and sociotransformative approach to entrepreneurship education in Honduras." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149983.
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<p> Maier Acosta, Ana Margarita, Ph.D., Purdue University, May 2016. A Multiculturalist and Sociotransformative Approach to Entrepreneurship Education in Honduras. Major Professor: JoAnn Phillion. This research seeks to take advantage of the converging points among multicultural education, sociotransformative constructivism and entrepreneurship education to propose new ways of teaching entrepreneurship through a multicultural approach in Honduras, based on the potential that entrepreneurship education has to impact society. Action research, because of its potential to connect theory and practice was used as the methodology for this project. This study had the purpose of exploring the efficacy and effects of incorporating multicultural education into entrepreneurship education through a sociotransformative constructivist theoretical framework at the graduate school in the leading private university at Honduras, UNITEC. Entrepreneurship´s contextual nature, its desire to foster individualism and its potential to impact society provided the perfect platform for multicultural education through the incorporation of sociotransformative constructivism in the curriculum to act as an awareness raising device for both students and the teacher. A review of multicultural literature and business education literature, specifically entrepreneurship education literature, reveals adisconnect between the two fields. Even though in some literature the integration of multicultural education is implicit; it is not explicitly stated. The field of Entrepreneurship in Honduras had never been studied before through the lens of such a theory and this as a starting point from which future research should be done.</p>
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Keys, Kathleen. "A search for community pedagogy." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060041293.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 260 p.: ill. (some col.). Includes abstract and vita. Advisor: Christine Ballengee Morris, Dept. of Art Education. Includes bibliographical references (p. 236-246).
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Law, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
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Roberts, Frederic P. "Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172473.
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<p> Experiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author’s opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of ‘fun’, ‘play’, and ‘games’, to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher’s diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school’s culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher’s teaching philosophy and methods incongruent to the research setting.</p>
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Sailer, Laura M. "Dyslexia and Music: Toward a Comprehensive Pedagogy." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1294110586.
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Chan, Yuk-che. "A case study of the significance of studying entrepreneurship education in an institute for secondary five graduates." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320060.
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Mann, Gerald R. Jr. "Intrapreneurship in Public Education| An Exploration of the Antecedents and Dimensions." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978042.
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<p> K-12 public schools are under immense pressure to meet the demands of several competing priorities. These priorities include, but extend beyond, educating students, providing social services, meeting benchmarks for the state and federal mandates, engaging with their community, and dealing with parents, being instructional leaders, and supervising staff members. Identifying the needs of the district, schools, and students is a daunting task for every school district and an imperative task for leaders. </p><p> This study explored whether intrapreneurship, entrepreneurship within an existing organization, could be a framework to help school districts meet these daunting demands. This quantitative study focused on an urban/suburban school district and examined the antecedents and dimensions of intrapreneurship in public K-12 education. Its main proposition was that environmental and organizational characteristics would relate positively to intrapreneurship and that together these two characteristics would also relate positively to intrapreneurship. Additionally, there were 11 sub-propositions, which examined whether the characteristics embedded within the antecedents of environment and organization also had positive relationships with intrapreneurship. Quantitative data gathering occurred through an electronic survey. The data analysis used descriptive and inferential statistic procedures. </p><p> The findings from this case study, although not generalizable to every school district, indicate that intrapreneurship is possible in public K-12 education. The findings were statistically significant, and the antecedents of environment and organization had positive relationships to intrapreneurship. Furthermore, nine of the 11 sub-propositions also had positive relationships to intrapreneurship. Lastly, favorability to change, organizational support, and industry growth were all main drivers of the antecedents in relation to intrapreneurship. This study adds to the literature on intrapreneurship in public K-12 education and offers insights for future research.</p><p>
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Kemerait, Janet Perkins. "PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNING AND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4361.
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The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions. Internet-based best practice and recommended practice pedagogical methods and strategies were identified through extensive content analysis of the professional literature. Internet-based adjunct instructors at a Central Florida community college rated 43 selected recommended practices. Ratings were based on instructor perceptions of each practice's importance to student academic achievement in and satisfaction with their Internet-based learning experience. Students of community college adjunct instructors also rated these practices for their perceived impact on student academic achievement and satisfaction. Students identified from selected recommended practices the pedagogies that had been designed into the described Internet-based course in which they had been enrolled, providing better understanding of the current use of appropriate Internet-based practice in the instruction of adjunct community college instructors. To examine the impact of the use of those practices, average course scores were related to student-reported presence of practices in described courses and student-reported academic success and satisfaction in described courses was related to the presence of best and recommended practices designed into the course. Results from this study can provide guidance for community college Internet-based programs and for adjunct instructors in those programs as they strive to design and instruct quality courses with appropriate pedagogical focus. Results can also provide local data to the larger discussion of appropriate pedagogy throughout the Internet-based educational community.<br>Ed.D.<br>Curriculum and Instruction<br>Education<br>Curriculum and Instruction
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Daghbashyan, Zara. "Essays on University Efficiency Analysis and Entrepreneurship among University Graduates." Doctoral thesis, KTH, Samhällsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-109298.
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The thesis consists of five papers: three deal with the efficiency of higher education institutions (HEI) and two with entrepreneurship among university graduates. The efficiency of HEIs is analyzed at three different levels: units of one university, universities of one country and universities of a group of European countries. Using data envelopment analysis (DEA) the first paper compares technical efficiency among university units at the Royal Institute of Technology (Stockholm). An interesting result is that there seems to be a complementary relationship between efficiency of resource utilization in teaching and in research. The second paper applies stochastic frontier analysis (SFA) to estimate the cost efficiency of Swedish higher education institutions. According to the estimates, half of the Swedish HEIs have an above average efficiency of 85 percent. The efficiency differences are mainly influenced by the source of funding, HEI size, the number of students per faculty as well as faculty and student compositions. The third paper analyses the cost efficiency of universities among a set of public higher education institutions from six European countries by means of stochastic frontier techniques. The results suggest small variation in the mean economic efficiency of higher education institutions from UK, Norway, Sweden, Finland and Switzerland, implying that the efficiency differences are not explained by country effects. Instead the variations in efficiency are related to organizational differences. The two essays on entrepreneurship among university graduates are based on a unique dataset encompassing individual level data on all employees registered in the Swedish labor market. The first paper explores the differences in entrepreneurial choice of graduates from different universities. The main finding from this paper is that the entrepreneurial choice of graduates from internationally ranked Swedish universities systematically differs from others with the difference varying by the area of education. The second paper on entrepreneurship aims at explaining the high interest in entrepreneurship among arts graduates and finds that the need for self-expression is among the main motivations for their high interest in entrepreneurship.<br><p>QC 20130107</p>
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Bolton, Heidi. "Social class, pedagogy and achievement in art." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/10155.
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Includes bibliographical references (p.256-271).<br>This thesis explores pedagogy associated with high levels of achievement in art in the final year of secondary school, by learners in different social positions. It investigates first, achievement patterns in final-exhibition percentage grades, in relation to learners' social class, race, and gender. Second, based on comparison of high and lower-achieving school classes of socially similar learners, it examines specific pedagogic features linked to success in particular social contexts. The research asks whether or not specific pedagogic features are associated with achievement in art for learners in particular social positions, and if so, whether. These are similar to pedagogic features linked to success in science. It combines different methods to address these questions: a survey to identify art achievement patterns in relation to learners' social class, race and gender, and a multiple case study for detailed exploration of pedagogy and curriculum linked to performance in art, in six school classes. Finding achievement patterned more strongly in relation to social class than race or gender, analysis focuses on social class and achievement.