ORCID Profile
0000-0001-7994-9443
Current Organisation
Free University of Bozen-Bolzano
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Publisher: Elsevier BV
Date: 11-2014
Publisher: Emerald Publishing Limited
Date: 24-05-2017
Publisher: Springer International Publishing
Date: 2022
Publisher: Emerald
Date: 08-08-2016
Abstract: – The purpose of this paper is to find a framework for the assessment of the learning outcomes of entrepreneurship education as a cross-curricular subject. The problem is twofold: the first difficulty is the relationship to the general issues regarding competence and its assessment the second difficulty is the assessment of competencies in cross-curricular education in erse contexts such as school and work. – The European key competence for lifelong learning of the sense of initiative and entrepreneurship and the European qualification framework (EQF) are convenient to benchmark the outcomes of enterprise education. In order to assess and develop competence in vocational students, educators should design real life problem solving situations, which are new for the students and closely related to their vocations. – The study describes an assessment process of the learning outcomes in terms of knowledge, skills and competence. While the authors tested knowledge by giving the students open-ended questions, the authors assessed the skills and competence with a practical problem concerning the students’ vocational discipline to be solved in groups. – The paper calls for a better alignment between work experience, teaching for competence and assessment of key competences – such as the sense of initiative and entrepreneurship – taught as a cross curricular subject. – The assessment makes use of a theoretically grounded definition of competence, and considers varied forms of evaluation of entrepreneurship education. Educators can use it across Europe as it refers to a common background, the European key competences and the EQF, and it promotes the students’ transitions to work and mobility. It is rigorous, and, at the same time, adaptable to the context. It is meaningful for the various stakeholders at various levels: students, employers, schools, workplaces and institutions.
Publisher: Emerald
Date: 08-01-2018
Abstract: The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice. Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate. This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.
Publisher: Emerald
Date: 23-08-2018
Abstract: The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory education. It draws both on the literature relating to entrepreneurial education and on competence-based education to set out five features of entrepreneurial teaching. For illustrative purposes, these five characteristics are explored in a questionnaire put to a small group of teaching staff. This study employs a qualitative approach, seeking to understand the personal perspectives of participants, and drawing out the complexities of their behaviour, whilst also providing a holistic interpretation of such behaviour. The literature review identifies five features of entrepreneurial teaching: embedding learning outcomes for a SIE within taught subjects active entrepreneurial teaching educating for entrepreneurial attitudes networking activities being entrepreneurial as part of lifelong learning. It can be hypothesised that teaching staff teach different aspects of the SIE depending on the subject they teach (vocational or more traditional) and their role (teacher or workshop assistant). Development of the SIE and the five characteristics of entrepreneurial teaching is a first step towards understanding how secondary vocational teachers and workshop assistants understand and teach the SIE as cross-curricular subject. In line with Fayolle and Gailly who called for deeper investigation of the most effective combinations of objectives, content and teaching methods, the paper seeks to establish a relationship between teaching methods, development of entrepreneurial attitudes and assessment.
Publisher: Elsevier BV
Date: 07-2023
Publisher: Elsevier BV
Date: 11-2023
Location: No location found
No related grants have been discovered for Daniele Morselli.