Teaching entrepreneurship
Entrepreneurship PBL as a didactic starting point
Teaching entrepreneurship
Entrepreneurship PBL as a didactic starting point
In collaboration with researchers from a wide range of academic backgrounds at AAU, we have formulated a definition for entrepreneurship education that merges Problem-Based Learning (PBL) and Entrepreneurship. Moreover, we have developed a model that illustrates this connection, aiming to be relatable to all AAU teachers regardless of academic background. Our efforts have given rise to the concept of "Entrepreneurship PBL," which encompasses processes enabling students to generate new value for external collaborative partners, while consciously developing entrepreneurial mindsets and skills.
THE ENTREPRENEURSHIP PBL PROCESS MODEL
The Entrepreneurship PBL model illustrates how an entrepreneurship-oriented project places a stronger emphasis on innovation and value creation compared to a traditional PBL project. While the model includes the same elements as a traditional PBL process, it enhances the learning experience by incorporating an iterative aspect, requiring students to go through multiple cycles of the model. Furthermore, the model emphasizes that the objective of the process is to facilitate both student learning and the creation of new value for collaborators.
Each phase of the Entrepreneurship PBL process has different methods, tools and processes that teachers and students can choose to apply. As a result, each entrepreneurial PBL project or course becomes unique for each group, allowing for adaptation to the specific learning objectives of the participants.
Read more about the phases and the associated tools here.
DEFINITION OF ENTREPRENEURSHIP PBL
"Entrepreneurship PBL is a form of study where students, through iterative learning processes, develop an entrepreneurial mindset in a problemoriented project work. Wonder is the driving force, where theoretical, methodological and empirical knowledge are translated into new value creation through targeted action on an ethical basis and in cooperation with relevant stakeholders."
With this definition, we emphasize two entrepreneurship-oriented focus areas that can add to the PBL approach:
- 1
NEW VALUE CREATION FOR OTHERS AND THE DEVELOPMENT OF THE ENTREPRENEURAL MINDSET
In an Entrepreneurship PBL project, students actively strive to generate new value for others while developing an entrepreneurial mindset. Both value creation and the entrepreneurial mindset play crucial roles in the development of entrepreneurial competencies. These integrated concepts are at the core of AAU Student Entrepreneurships' approach to fostering entrepreneurship within the educational processes at AAU.
- 2
UNPREDICTABILITY AND ITERATION
In an Entrepreneurship PBL project, unpredictability and uncertainty is more common than in a traditional PBL project due to the emphasis on creating new value for stakeholders outsidethe study group. Students cannot rely solely on existing solutions for the problem at hand. Additionally, involving stakeholders and considering their perspectives on value makes it challenging to control the outcome of the PBL process. Acknowledging these facts, it is important to keep in mind that "mistakes" and unpredictability during the process can actually enhance students' learning.
Reflecting on mistakes and uncertainty, and taking action based on these reflections, leads students through multiple iterations of the entrepreneurial process, strengthening their understanding of problems and contexts. The benefits of an Entrepreneurship PBL project extend beyond the final product (such as value creation, project reports, or exams) to the learning process itself. This type of project provides the necessary experiences to develop entrepreneurial skills.