1. Entrepreneurial projects in Finland Dr. Auli Ojala Dr. Auli Ojala Theoretical background of The Star Teacher in Entrepreneurship Education in Every Municipality in Finland -project. This presentation is presented in dissemination conference (Leonardo da Vinci) in Roros October 3 and 4 2007 in Norway. @AO

2. Theoretical background The concept of entrepreneurship includes both external and internal entrepreneurship. As a concept, it is a process that changes according to the changes in the surrounding society. The concept of entrepreneurship includes both external and internal entrepreneurship. As a concept, it is a process that changes according to the changes in the surrounding society.

3. Concept of entrepreneurship education Entrepreneurship education refers to education and teaching given both in school and in the surrounding society. Entrepreneurship education as a concept means growing into entrepreneurship witch in turn here means both external and internal entrepreneurship. Entrepreneurship education refers to education and teaching given both in school and in the surrounding society. Entrepreneurship education as a concept means growing into entrepreneurship witch in turn here means both external and internal entrepreneurship.

4. Didactics of entrepreneurship education We must examine the didactics of entrepreneurship education as a part of the national economy, in the framework of each municipality’s industrial structure, as the interaction between school and interest groups is important in entrepreneurship education. We must examine the didactics of entrepreneurship education as a part of the national economy, in the framework of each municipality’s industrial structure, as the interaction between school and interest groups is important in entrepreneurship education.

5. Entrepreneurship education, replace the classroom with a real business environment and the theoretical teaching with real learning experiences! Entrepreneurship education, replace the classroom with a real business environment and the theoretical teaching with real learning experiences!

6. Presentation of the municipalities that took part in the entrepreneurship education projects. Presentation of the municipalities that took part in the entrepreneurship education projects. Bibliography: Ojala, A – Pihkala,J. First step towards entrepreneurship in school (1994). National Board of Education. Helsinki. Bibliography: Ojala, A – Pihkala,J. First step towards entrepreneurship in school (1994). National Board of Education. Helsinki.

7. Tammisaari case

8. Population structure and types of schools The number of inhabitants in Tammisaari is 14 252, of whom 6501 are employees, 382 unemployed, 2367 aged 15 and under, 969 students and 3700 retired. The number of inhabitants in Tammisaari is 14 252, of whom 6501 are employees, 382 unemployed, 2367 aged 15 and under, 969 students and 3700 retired. In Tammisaari there are 7 lower stages and I upper stage of comprehensive schools, I special Comprehensive school, I private comprehensive school, 1 upper secondary school, 1 music institute, 1 adult education institute, 1 agricultural institute, 1 arts and grafts institute, I commercial institute, and I technical institute. In Tammisaari there are 7 lower stages and I upper stage of comprehensive schools, I special Comprehensive school, I private comprehensive school, 1 upper secondary school, 1 music institute, 1 adult education institute, 1 agricultural institute, 1 arts and grafts institute, I commercial institute, and I technical institute.

9. Background for the entrepreneurship education project in Tammisaari network model network model Seminarieskolan Seminarieskolan Höjdens skolan Höjdens skolan Tenala-bromarf högstadieskolan Tenala-bromarf högstadieskolan Ekenäs Högstadieskolan Ekenäs Högstadieskolan Ekenäs Forstinstitut Ekenäs Forstinstitut Ekenäs hantverks- och konstindustriskolan Ekenäs hantverks- och konstindustriskolan

10. Results of the project’aims The learners’ internal entrepreneuship The learners’ internal entrepreneuship learning-by-doing excursions to business learning-by-doing excursions to business simulation models simulation models entrepreneurs’ presentation entrepreneurs’ presentation investigative learning investigative learning special theme days special theme days pupil students union activities pupil students union activities

11. THE LEARNES’ KNOWLEDGE OF BUSINESS activities practice in setting up business practice in setting up business working in the patron business working in the patron business work experience work experience the learnes takes responsibility for his or her task the learnes takes responsibility for his or her task cooperation between pupils and students networking institutes cooperation between pupils and students networking institutes

12. cooperation between schools and interest group business in the municipality business in the municipality the ombudsman of business development services, enterprise agencies,different schools and institutes, universities,businesses in other municipalities the ombudsman of business development services, enterprise agencies,different schools and institutes, universities,businesses in other municipalities business organisations and associations in the area business organisations and associations in the area

13. school networks cooperation between different schools and institutes is enhanced cooperation between different schools and institutes is enhanced commom teachers can be used commom teachers can be used students and pupils have even more choices witin their optional courses students and pupils have even more choices witin their optional courses fewer courses overlap fewer courses overlap cost are reduced every level cost are reduced every level special fields of different schools in the network can be utilised special fields of different schools in the network can be utilised

14. AT THE END IT IS DIFFICULT TO DETERMINE WHICH TEACHING METHODS SUPPORT INTERNAL AND WHICH EXTERNAL ENTREPRENEURSHIP, AS TEACHING AND LEARNING ENTREPRENEUSHIP IS A PROCESS THAT VARIES ACCORDING TO THE CHANGES IN THE SURROUNDING SOCIETY. IT IS DIFFICULT TO DETERMINE WHICH TEACHING METHODS SUPPORT INTERNAL AND WHICH EXTERNAL ENTREPRENEURSHIP, AS TEACHING AND LEARNING ENTREPRENEUSHIP IS A PROCESS THAT VARIES ACCORDING TO THE CHANGES IN THE SURROUNDING SOCIETY.

15. OPEKO NATIONAL CENTRE FOR PROFESSIONAL DEVELOPMENT IN EDUCATIONIN FINLAND NATIONAL CENTRE FOR PROFESSIONAL DEVELOPMENT IN EDUCATIONIN FINLAND

16. THE STAR TEACHER OF ENTREPRENEURSHIP EDUCATION IN EVERY MUNICIPALITY 4 NETWORK Företagarna i Finland Företagarna i Finland Economic Information Burea Economic Information Burea National Board of Education National Board of Education Bibliography: The Star Teacher of Entrepreneurship Education in Eevery Municipality 1 – 4. 1999, 2001, 2004, 2008.Edited by Ojala. OPEKO. TAMPERE. HEINOLA. Bibliography: The Star Teacher of Entrepreneurship Education in Eevery Municipality 1 – 4. 1999, 2001, 2004, 2008.Edited by Ojala. OPEKO. TAMPERE. HEINOLA.

17. The aims of the project The aims of the project The methods The methods Networking Networking Conclusions Conclusions

18. DIFFERENT MODLES OF TEACHING METHODS – IDEAS FOR TEACHING ENTEPRENEURSHIP PLANNING SESSION MODEL PLANNING SESSION MODEL COMPUTER MODEL COMPUTER MODEL SUGGESTOPEDIC MODEL SUGGESTOPEDIC MODEL BRAIN STORM MODEL BRAIN STORM MODEL COOPERATIVE MODEL COOPERATIVE MODEL

19. CURRICULAR AIMS OF ENTREPRENEURSHIP EDUCATION IN MY SCHOOL 1. How is entrepreneurship seen in value base discussions _________________________________________________________________ _________________________________________________________________ 2. How is entrepreneurship education carried out in the school a) as projects b) included within different subject? _________________________________________________________________ _________________________________________________________________ 3. The first aim of entrepreneurship education in the school is _________________________________________________________________ _________________________________________________________________ 4. The second aim is _________________________________________________________________ _________________________________________________________________

20. 5. What teaching methods do i use in entrepreneurship education? ________________________________________________________________ ________________________________________________________________ 6. How is the utilisation of new technology according to the principles of the new curriculum seen in entrepreneurship education? ________________________________________________________________ ________________________________________________________________ 7. Which teachers am I cooperating with in entrepreneurship education? ________________________________________________________________ ________________________________________________________________ CURRICULAR AIMS OF ENTREPRENEURSHIP EDUCATION IN MY SCHOOL

21. Tacit Knowledge –learning by doing method in Tuusniemi (In East Finland, 2008)

22. New knowledge the pupil interviewed by e-mail at his project work researchmanager in Vacon Oyj, in Tampere. the pupil interviewed by e-mail at his project work researchmanager in Vacon Oyj, in Tampere. Pupil: How do the new ideas develope? Pupil: How do the new ideas develope? Researchmanager: First there must be a problem. Usually I wake up early in the morning and ”heureka” I see the solution….but it is difficult to tell another…it is intuition (new knowledge) and… the idea must be tested…in our company Researchmanager: First there must be a problem. Usually I wake up early in the morning and ”heureka” I see the solution….but it is difficult to tell another…it is intuition (new knowledge) and… the idea must be tested…in our company At the end of task pupil evaluated what kind of knowledge he learned in Vacon Oyj. At the end of task pupil evaluated what kind of knowledge he learned in Vacon Oyj. (Sampola school in Tampere, 2008.) (Sampola school in Tampere, 2008.)

23. Teacher’s knowledge and pupils’ knowledge Teacher interviewed manager of Vacon Oyj in Solna in Sweden. Teacher: Do you know what kind of expertise (knowledge)you have in our personnel in your company? Manager: I think I know… It is important to know what knowlege is important to our business strategy…. Teacher interviewed manager of Vacon Oyj in Solna in Sweden. Teacher: Do you know what kind of expertise (knowledge)you have in our personnel in your company? Manager: I think I know… It is important to know what knowlege is important to our business strategy…. At the end of task pupil and teacher evaluated together.what they learned…. knowledge management, new knowledge about the international company of Vacon Oyj. At the end of task pupil and teacher evaluated together.what they learned…. knowledge management, new knowledge about the international company of Vacon Oyj. NETWORK:Federation of Swedish Enterprises, Stockholm,Sweden. NETWORK:Federation of Swedish Enterprises, Stockholm,Sweden.

24. The Star High School – project, TAT, Helsinki (new) Interviewer:What kind of expertise do you need in principal´s work? Interviewer:What kind of expertise do you need in principal´s work? P: networking P: networking P: to lead the staff is very important and in future it is more and more important P: to lead the staff is very important and in future it is more and more important P: expense knowledge… (It is continue in 2008). P: expense knowledge… (It is continue in 2008). The theoretical background of The Star High School project based on doctoral thesis: Expertise of Small Business Entrepreneurs in the competition arena:Tampere University of Technology, Ojala. A. (2007)

25. Tampere University of Technology Department of Industrial Management and Engineering Institute of Business Information Management Dr. Ojala, Auli Expertise of Small Business Entrepreneurs in the competition arena Keyword: knowledge management, competence, entrepreneur, enterprise ABSTRACT The main research task was to accomplish a macrolevel description of the competition arena of the small entrepreneur and a microlevel description of the expertise of the small entrepreneur from the perspective of the work, the small enterprise and the entrepreneurial environment. Competition arena refers to the entrepreneurial environment of the small business entrepreneur and on the macrolevel to the global entrepreneurial environment.

26. The research object comprised 29 small business entrepreneurs whose companies werelocated in Pirkanmaa (the Tampere region in southern Finland). The branches includedrepresent extremes: enterprises utilising high technology and enterprises in the traditional metal industry. Fourteen technology firms and 15 metal firms were included in the study. The theoretical frame of reference is based on the process model of the organisations’ knowledge creation developed by Nonaka and Takeuchi. This is supplemented with the management by information competencebased, individualcentred collectivemanagement information of Mahoney & Sanchez and van den Bosch and van Wijk.

27. The study applies Porter’s diamond model for purposes of analysing the entrepreneurial environment of the small business entrepreneur and this is complemented by threat andopportunity factors with bearing on the field.The empirical material of the study was gathered using various information acquisition methods: interview questionnaire, recorded interviews and field diaries based on observations. The study employs Strauss’s grounded theory approach. The research findings show that the high technology entrepreneurs are constantly involved with new information.

28. The high technology entrepreneurs linked information closely with the frame of reference of management by expertise and utilised the new strategic information as business expertise and technology expertise. Moreover, the high technology entrepreneurs had a holistic understanding and ability to make abstractions on the further development of their field as an intuition. Thus the high technology entrepreneurs’ information concept is closer to ‘knowing why’ than ‘knowing how’.

29. The management expertise of the small business owners in the metal industrydemonstrated more operative features than that of the high technology entrepreneurs. The management expertise of the metal firms was professional expertise of the entrepreneur, the utilisation of information in certain substantial areas within the profession. Thus the knowledge concept of the entrepreneurs in the metal industry was closer to ‘knowing how’. The main contribution of the study lies in the distinction madebetween the knowledge of the small business entrepreneurs which were the subjects of the research.