1. The Effects of Entrepreneurship Education – from ABC till PhD
Kåre Moberg, PhD,
The Danish Foundation for Entrepreneurship – Member of JA-Worldwide

2. You are important!!! 4

3. Profile Kåre Moberg, PhD Senior researcher at FFE4
Kåre Moberg, PhD
Senior researcher at FFE
The Impact of Entrepreneurship Education, from ABC to PhD
Developed measurement tools for EE
Participated in 20+ large scale evaluation projects since 2007

4. Agenda Cognitive and Non-cognitive skills Some research projects4
Cognitive and Non-cognitive skills
Some research projects
OctoSkills – evaluation app

5. Cognitive and non-cognitive skills5
James Heckman (economist but with multidisciplinary approach)
Skills are complemental and self-reinforcing
Crital stages exist (e.g. language)
Can be divided into two broad categories
Cognitive skills (IQ)
Non-cognitive character skills (the residual)

6. Taxonomy of entrepreneurial competences6
EntreComp
Ideas & Opportunities
Creativity
Spotting opportunities
Ethical and sustainable thinking
Into action
Taking the initiative
Working with others
Managing uncertainty
Resources
Motivation and perseverance
Mobilizing resources and others
Financial and economic literacy
Learning goals and didactical principles
NQF 1, 3, 5, 6 & 7… and 0,33 & 0,67

7. 5
ACCENTURE meta-study, december 2015

8. Longitudinal study 4
Longitudinal study about how education for and through entrepreneurship (content/methods) influences pupils’ and students’ school engagement and educational motivation, and their career ambitions
Collected data on randomly selected ninth-graders since 2011
Every year a questionnaire is sent to 2,000 randomly selected ninth-graders who we continue to follow each year
The ones we started to follow have completed their secondary level education

9. Effects of different approaches to EE – Secondary level13
Intentions
Non-
academic
background
Self
Our longitudinal analysis show that there is a causal relationship between a change in focus on entreprising skills and the pupils’ increased level in self-esteem, school engagement, perceived teacher support, educational motivation, and they find the class room environment to be more positive (class mates)… and… entrepreneurial intention…
So, the cross-sectional analysis demonstrated that in schools where there was a high focus on entreprising skills, the pupils had a low level of entrepreneurial intention (good schools have pupils that want to become doctors and lawyers, not entrepreneurs). But, we can see that an increased focus on these skills leads to a higher level of entrepreneurial intentions. We can also see that there is a positive interaction effect between enterprising skills and business skills, on school engagement. This implies that the greatest effect on school engagement is created by focusing on both of these skill types… which for example Company programme does…
However, these effects are only for pupils moving from the ninth to the tenth grade. For pupils moving from the 10th to the 11th and from the 11th and 12th, we can only see a positive influence on classroom environment and perceived teacher support
School
engage
Enterprising skills
Class
mates
Teacher support
Business
skills
Intrinsic
motivation

10. Difference-in-difference analysis13
Intention
Self-
Awareness
School
engage
Teacher
support
Enterprising
skills
Class
mates
Intrinsic
motivation

11. EE’s influence on academically challenged VET-school students
Managing
Uncertainty
Creativity
Enterprising skills
Planning EE
School engagement
Innovativ
employee
Low grades

12. Why do we see these results?14
Why do we see these results?
According to Newman (1991), educational tasks should meet five requirements in order to promote engagement in learning. they should be:
(1) fun;
(2) authentic;
(3) collaborative;
(4) provide opportunities for pupils to assume ownership of their conception
(5) permit diverse forms of talents
Task significance: Is there an impact? Value? Appreciation? (Lackeus, 2016; Wentzel & Brophy, 2013)
Skill variety. Require many different skillsets (Alleman & Brophy, 1993, 1994)
Task identity: Identify with the assignment, from A to Z, see the results
(Lave & Wenger, 1991)

13. Assesment studies 13 EE in Danish – 1st graders 12
EE in math… start with the math 3
Bizworld – e’ship competition for 6th graders 4
ICEE – 100 hour CP
MetLife – company programme in 8 countries
(teachers are important!) 5 6
You’th Start – entrepreneurial challenges for primary and secondary students in
Austria, Portugal, Luxembourg and Slovenia 7
Norwegian study of CP: Higher grades (for younger students in special education) 8
Swedish study of CP: More entrepreneurs and better performing entrepreneurs

14. Assignments byLocal industry Communication Parents
You’th Start 13
Assignments byLocal industry
Cognitive
skills - -
Non-
Cognitive
skills
Our longitudinal analysis show that there is a causal relationship between a change in focus on entreprising skills and the pupils’ increased level in self-esteem, school engagement, perceived teacher support, educational motivation, and they find the class room environment to be more positive (class mates)… and… entrepreneurial intention…
So, the cross-sectional analysis demonstrated that in schools where there was a high focus on entreprising skills, the pupils had a low level of entrepreneurial intention (good schools have pupils that want to become doctors and lawyers, not entrepreneurs). But, we can see that an increased focus on these skills leads to a higher level of entrepreneurial intentions. We can also see that there is a positive interaction effect between enterprising skills and business skills, on school engagement. This implies that the greatest effect on school engagement is created by focusing on both of these skill types… which for example Company programme does…
However, these effects are only for pupils moving from the ninth to the tenth grade. For pupils moving from the 10th to the 11th and from the 11th and 12th, we can only see a positive influence on classroom environment and perceived teacher support + +
LoC
You’th
Start
School
engagement +
Intrinsic
Motivation
Communication Parents

15. What type of EE / Teachers?13
What type of EE / Teachers? 1
Authentic assignments with real value creation 2
Make the students accept the educational approach 3
Acknowledge different forms of talents 4
Communicate and involve parents 5
Should be taught by teachers

16. Online-based entrepreneurship education13
Online-based entrepreneurship education 1
Focusing on young role models 2
Can be difficult for teachers at elementary level to access 3
580 randomly selected years old ninth-graders
Exercises where they worked with goals and dreams and
related their own reality and daily practice to the entrepreneurs’ presentations 4

17. Results EE Online BS 12 .22 .11 insig .12 .11 .26 .85 .06 .17 .10 .20
Non-cognitive
E’ship skills 12
.22 EE
.11
Cognitive
E’ship skills
insig
.12
.11
Online
.26
.85
Perceived
e’ship knowledge
.06
.17
.10
.20
insig
Attitudes
.07 BS
.10
.18
Intentions

18. Thank you for your attention!
Q & A’s 16
Thank you for your attention!

19. OctoSkills Are you becoming www.octoskills.com14
Evaluation app for entrepreneurship education
Are you
becoming
entrepreneurial?
Education about, for, through and embedded entrepreneurship

21. 3 Motivation Self- esteem Cognitive skills School engagement Teachers
Non-
Cognitive skills
Relations
Class
mates
Ent.
attitudes

22. 15
School
Crea
Bus
Team
work
Mind
set
Attitudes
ESE

23. Thank you for your attention!
Q & A’s 16
Thank you for your attention!