Entrepreneurial learning environments: supporting or hindering diverse learners?

Abstract

Purpose

This study focuses on the implementation of entrepreneurship education in non-business education at the basic education level and in class-teacher education in Finland. The subject to learn was music, which did not include any entrepreneurial content. Accordingly, this study looks closely at the way learners behave when studying music. The purpose of this paper is to see whether entrepreneurial behaviour is appropriate in non-business education.

Design/methodology/approach

The study used the action research approach; in particular, it used the special teacher-as-researcher method. The analysis was based on content analysis.

Findings

In this study, the teacher-researcher looked at entrepreneurial learning as experimenting with alternative learning methods and different learning contents. To ensure that every learner received the support they needed in their self-chosen tasks, peer learning was encouraged. Learners got the support they needed both from each other and from the teacher-researcher.

Practical implications

Although this study was only carried once during some music lessons in one particular comprehensive school and once in one class-teacher education in Finland, the findings may prompt teachers in other subjects and other countries to add entrepreneurial activities to their learning environments.

Originality/value

There is a lack of research into entrepreneurship education practices at lower educational levels and where education is not business-oriented. Using the entrepreneurial approach in general education raises another question: is the approach suitable for every learner? Neither of these facets has been studied in depth.

Citation

Hietanen, L. (2015), "Entrepreneurial learning environments: supporting or hindering diverse learners?", Education + Training, Vol. 57 No. 5, pp. 512-531. https://doi.org/10.1108/ET-04-2014-0047