Conceptual Richness and Methodological Diversity in Entrepreneurship Research
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Conceptual Richness and Methodological Diversity in Entrepreneurship Research

Edited by Alain Fayolle, Paula Kyrö, Tonis Mets and Urve Venesaar

This important book identifies the current developments within entrepreneurship that are characterized by conceptual richness and methodological diversity. It presents the latest developments of topics such as the entrepreneurial mindset, culture and values as well as advances in entrepreneurship education and development. The contributors open the field for methodological renewal by introducing the current state of and opportunities for explorative research in entrepreneurship.
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Chapter 8: Teachers’ reflections on entrepreneurship education: their understanding and practices

Jaana Seikkula-Leino, Elena Ruskovaara, Markku Ikävalko, Johanna Kolhinen and Tiina Rytkölä


The strategy of the European Union highlights the importance of the development of an entrepreneurial culture by fostering an entrepreneurial attitude, entrepreneurship skills and an awareness of career opportunities (Commission of the European Communities, 2006). In Finland, entrepreneurship education has a central role in the national core curricula at all education levels. Since teachers are key players in promoting it, we stress their point of view as promoters. However, there is a very limited amount of research concerning the teachers’ role in entrepreneurship education, and where such exists, the focus is on higher education (for example Fiet, 2000a, 2000b; Klandt, 2004; Shepherd, 2004; Béchard and Grégoire, 2005; Henry et al., 2005a, 2005b; Backström-Widjeskog, 2008; Neck and Greene, 2011). Moreover, from the theoretical point of view there is a lack of entrepreneurship education theories focusing on its pedagogy. As Honig (2004) argues, given the importance of entrepreneurship education in the academic and public sectors, and given the increasing sums of money allocated for the various promotional activities, the need for detailed pedagogical analysis and design is both immediate and critical. Entrepreneurship education requires its own specific body of empirical literature.

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