Displaying items by tag: entrepreneurial skills

A major outcome of the EnterMode project is a Virtual Community of Practice that allows to widen views on entrepreneurship education, share good practice and build a common stock of knowledge based on practical experience with entrepreneurship education.

According to Wenger “communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly“ (Wenger 2010). They build a common stock of knowledge, accumulate expertise in their domain, and develop their shared practice by interacting around problems, solutions, and insights. A Community of Practice (CoP) is a learning partnership among people who have learned to do something over time and have developed a shared practice, whereas practice is a historically developed way to do something (Wenger 2019).

The EnterMode Community of Practice

The EnterMode Community of Practice intends to support the development, sharing and critical reflection of entrepreneurship practice, and to facilitate the knowledge flow between higher education and enterprises for organisation of internships and skills building. To this purpose the partnership provides a virtual space as well as tools for learning and collaboration between higher education teachers and companies’ trainers that are called to develop entrepreneurial skills to students, adopt the EnterMode model and organize students’ internships. The virtual community is available from DISCUSS - The European Platform for Communities of Practice, which offers a rich variety of open-source based tools that CoP members can use to create content, share knowledge and collaborate with each other.

Knowledge Flow Cycle and Growth Model

The EnterMode Community of Practice is based on a knowledge flow cycle, defined along four dimensions: knowledge resources, knowledge sharing, knowledge management and knowledge transfer. Each stage is supported by a team of 14 facilitators, one from each partner organisation.

The Enter.Mode Community Growth Model foresees a set of lifecycle phases, each of which shows different characteristics for engagement.

  1. During the inception stage we will create a stock of initial content, with a view to stimulate first community reaction. Three types of inputs will be of particular relevance:

    Interviews with students and stakeholders, storytelling, as well as artefacts created during internships. Both HEI and company partners will conduct at least one video interview either with students or stakeholders. The interviews shall be based on personal experience of the interviewees and have a length of 4 – 5 minutes. They can be conducted in national language and will be subtitled in English language.

    HEI teachers have been invited to tell stories about their personal experience with entrepreneurship education, interests and motivations driving his/her engagement, problems he/she wants to solve. Rather than combining facts, storytelling is meant to create narratives about practice from a personal point of view. Stories can be told in a written format, typically a blog post, in a video or in a mix of both.

    The community has been equipped with a multilingual repository for open educational resouces, which by members can used to share OER materials related to the topic of entrepreneurship in HEI.

  2. During the establishing phase and heading towards the maturity phase, the activities started in phase 1 step by step will be expanded. The EnterMode team will invite members to take part in discussions, surveys and quizzes as well as getting engaged in thematic work groups. In a mid-term perspective the EnterMode partnership expects that most activities and interaction taking place in the community will be intiated by the members themselves, contributions and discussions will be moderated by experts in their own affairs, recruited from the community members, discussion topics and groups to a great extent will set up by members, and that moderators will facilitate and nurture the development of the community rather than manage or steer it.


Published in Entrepreneurial skills

Since 2008, Europe has been suffering from the effects of the economic crisis. Most effected by the crisis, are SMEs that have not yet been able to return to their pre-crisis level (Entrepreneurship 2020 Action Plan). At the same time, “Small and Medium Enterprises (SMEs) are the backbone of Europe’s economy” (Jean-Claude Juncker, President of the European Commission). They represent 99% of all businesses in the EU. Thus, in order to ensure economic prosperity, innovation, job creation and social integrations, it is essential to ensure SMEs growth and to enhance entrepreneurship mindset and competences.

Entrepreneurial mindset is a set of attitudes, skills and behaviors. The entrepreneurial mindset is not a personal predisposition but can be developed through learning and experience and can be achieved with the education system. More specifically, the entrepreneurial mindset can be developed through exercises including collaboration, reflection, business acumen, creative practice and the development of specific skills (Pollard and Willson, 2013). Entrepreneurship competencies combine creativity, a sense of initiative, problem-solving, the ability to marshal resources, and financial and technological knowledge. These competencies enable entrepreneurs to adapt to change (OECD, 2018).

Nowadays, schools, vocational and higher education institutions are trying to enhance entrepreneurial competencies and create an entrepreneurial mindset in students, by enriching their study programmes and by applying apprenticeship models.

Apprenticeships have been implemented for hundreds of years and have always been an important part of education systems across the globe. Apprenticeships are a way to supply learners with employability skills and job specific qualifications. In fact, apprenticeships have proven to be an effective means of ensuring that the formative education and training of learners is well aligned to actual labour market needs.

In this context, the Erasmus+ Project App.Mod.E (An Apprenticeship Model for developing Entrepreneurial skills) proposes an integrated scheme for the development of entrepreneurial mindset, skills and competences by students that are doing their apprenticeship.

More specifically, within the framework of the App.Mod.E project, an apprenticeship model was developed, which provides methodological support and practical tools to trainers, in order to include entrepreneurship education in the learning design of apprenticeships. The main objective of the model is to enhance the entrepreneurial mindset and competences of apprentices. To reach this objective, the model utilizes the European Entrepreneurship Competence Framework EntreComp and its progression model.

The Entrepreneurship Competence Framework aims to build a common understanding of entrepreneurship competence and offers a tool to improve entrepreneurial capacity of European citizens and organizations. Entrecomp defines entrepreneurship as transversal competence, which applies to all spheres of life: from nurturing personal development, to actively participating in society. The Entrecomp conceptual model is made up of two main dimensions: the 3 competences area (into action, ideas and opportunities, resources) that directly mirror the definition of entrepreneurship as the ability to turn ideas into action that generate value for someone other than oneself ; and the 15 competences that together, make up building blocks of the entrepreneurship as a competence for all citizens. As stated in the EntreComp framework (European Commission, 2016), the boundaries of individual and collective entrepreneurial competencies can be pushed forward, to achieve greater impact through value creating endeavors. The EntreComp Progression Model aims to provide a reference for the development of proficiency starting from value creation achieved though external support, up to transformative value creation. Its proficiency levels provide a way for the reader to look at the learning outcomes. It aims to be comprehensive and to offer a tool that can be adapted to different needs.

In order to enhance entrepreneurial competences in apprentices, the model uses an innovative methodology of problem-based learning (PBL), using gamification elements. Gamification is an educational approach to motivate students to learn by using game elements in learning environments (Kapp, 2012). Gamification elements in apprenticeships can be used to create motivation and engagement. On the other hand, the use of PBL in an apprenticeship model allows apprenticeships to enact problems usually faced in the workplace, whilst enhancing transferable skills such as teamwork, problem solving, risk assumption, public speaking, confidence, self-motivation, and creativity. For this reason, the problem-based learning methodology should be enhanced with gamification elements, which will provide the right motivation and engagement that will lead the apprentices to complete the mission successfully.

The purpose of this study is to present the process and the findings of the experimentation phase of the App.Mod.E apprenticeship model. Until now, the model has been tested on four students, doing their apprenticeship in a consulting company in Greece. It is projected that until the end of the summer 2019, the model will have been tested on a total of 18 students, across Europe, who will acquire entrepreneurial skills and competences and build an entrepreneurial mindset.

The pilot experimentation of the model in Greece, had a total duration of two months and was implemented on four students. In order to apply the problem-based methodology, the apprentices were given a real-life open-ended problem to solve, while in order to engage students and increase their commitment in the project, gamification elements were used. Apprentices were given a learning passport, which was divided into the three competence areas of entrepreneurship identified by the EntreComp framework. For each competence that we wanted to enhance, a different task was given, which was related to initial challenge. After completing each task, apprentices received a sticker, which was put inside the learning passport. At the end of the experience, students were asked to write down their conclusions and suggestions and the impact for them.

The evaluation of the experimentation phase showed that students had acquired new competences and developed their soft skills. Students learned how to work autonomously and, in a team, how to manage time, how to react effectively to unexpected risks and how to deal with stress. The project they were given, increased their sense of initiative, since they were responsible for the whole implementation and the delivery of quality results, while they learned how to turn their ideas into actions.

The company also benefited from the whole experience, since it had access to practical tools on how to implement the problem-based methodology and enhance it through gamification elements. Through the use of the App.Mod.E model, the company noticed an improvement in the motivation and engagement of the students involved and an increase in the acquirement of soft and entrepreneurial skills by students. In fact, at the end of the experience, the company offered a working position to one of the apprenticeships.

Published in Entrepreneurial skills

The Enter.Mode project aims to take European entrepreneurship education a big step further by developing and testing a state-of-the-art model to entrepreneurship education, that invites different levels of learning. It will stimulate entrepreneurship and entrepreneurial skills of higher education teaching staff and company staff and develop an entrepreneurial mind-set and related skills to higher education students.

Published in Entrepreneurial skills