Entrepreneurial Entrepreneurial projects in projects in

FinlandFinland

Dr. Auli OjalaDr. Auli Ojala

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

@AO@AO

Theoretical Theoretical backgroundbackground

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

Concept of Concept of entrepreneurship entrepreneurship educationeducation Entrepreneurship education refers Entrepreneurship education refers

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

Didactics of Didactics of entrepreneurship entrepreneurship education education We must examine the didactics of We must examine the didactics of

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

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

Presentation of the Presentation of the municipalities that took part municipalities that took part in the entrepreneurship in the entrepreneurship education projects. education projects.

Bibliography: Ojala, A – Pihkala,J. First step towards Bibliography: Ojala, A – Pihkala,J. First step towards entrepreneurship in school (1994). National Board of entrepreneurship in school (1994). National Board of Education. Helsinki.Education. Helsinki.

Tammisaari caseTammisaari case

Population structure Population structure and types of schoolsand types of schools The number of inhabitants in Tammisaari The number of inhabitants in Tammisaari

is 14 252, of whom 6501 are employees, is 14 252, of whom 6501 are employees, 382 unemployed, 2367 aged 15 and 382 unemployed, 2367 aged 15 and under, 969 students and 3700 retired.under, 969 students and 3700 retired.

In Tammisaari there are 7 lower stages In Tammisaari there are 7 lower stages and I upper stage of comprehensive and I upper stage of comprehensive schools, I special Comprehensive school, schools, I special Comprehensive school, I private comprehensive school , 1 upper I private comprehensive school , 1 upper secondary school, 1 music institute, 1 secondary school, 1 music institute, 1 adult education institute , 1 agricultural adult education institute , 1 agricultural institute, 1 arts and grafts institute, I institute, 1 arts and grafts institute, I commercial institute, and I technical commercial institute, and I technical institute.institute.

Background for the Background for the entrepreneurship entrepreneurship education project in education project in TammisaariTammisaari network modelnetwork model SeminarieskolanSeminarieskolan Höjdens skolanHöjdens skolan Tenala-bromarf högstadieskolanTenala-bromarf högstadieskolan Ekenäs HögstadieskolanEkenäs Högstadieskolan Ekenäs ForstinstitutEkenäs Forstinstitut Ekenäs hantverks- och Ekenäs hantverks- och

konstindustriskolankonstindustriskolan

Results of the Results of the project’aimsproject’aims

The learners’ internal entrepreneushipThe learners’ internal entrepreneuship learning-by-doing excursions to learning-by-doing excursions to

businessbusiness simulation modelssimulation models entrepreneurs’ presentationentrepreneurs’ presentation investigative learninginvestigative learning special theme daysspecial theme days pupil students union activitiespupil students union activities

THE LEARNES’ THE LEARNES’ KNOWLEDGE OF KNOWLEDGE OF BUSINESS activitiesBUSINESS activities

practice in setting up businesspractice in setting up business working in the patron businessworking in the patron business work experience work experience the learnes takes responsibility the learnes takes responsibility

for his or her taskfor his or her task cooperation between pupils and cooperation between pupils and

students networking institutes students networking institutes

cooperation between cooperation between schools and interest schools and interest groupgroup business in the municipalitybusiness in the municipality the ombudsman of business the ombudsman of business

development services, enterprise development services, enterprise agencies,different schools and agencies,different schools and institutes, universities,businesses institutes, universities,businesses in other municipalitiesin other municipalities

business organisations and business organisations and associations in the areaassociations in the area

school networksschool networks

cooperation between different schools cooperation between different schools and institutes is enhancedand institutes is enhanced

commom teachers can be usedcommom teachers can be used students and pupils have even more students and pupils have even more

choices witin their optional courseschoices witin their optional courses fewer courses overlapfewer courses overlap cost are reduced every levelcost are reduced every level special fields of different schools in the special fields of different schools in the

network can be utilisednetwork can be utilised

AT THE ENDAT THE END

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

OPEKO OPEKO

NATIONAL NATIONAL CENTRE FOR CENTRE FOR PROFESSIONAL PROFESSIONAL DEVELOPMENT DEVELOPMENT IN IN EDUCATIONIN EDUCATIONIN FINLANDFINLAND

THE STAR TEACHER OF THE STAR TEACHER OF ENTREPRENEURSHIP ENTREPRENEURSHIP EDUCATION IN EVERY EDUCATION IN EVERY MUNICIPALITY 4MUNICIPALITY 4NETWORKNETWORK Företagarna i Finland Företagarna i Finland Economic Information BureaEconomic Information Burea National Board of EducationNational Board of Education

Bibliography: The Star Teacher of Entrepreneurship Bibliography: The Star Teacher of Entrepreneurship Education in Eevery Municipality 1 – 4. 1999, 2001, Education in Eevery Municipality 1 – 4. 1999, 2001, 2004, 2008.Edited by Ojala. OPEKO. TAMPERE. 2004, 2008.Edited by Ojala. OPEKO. TAMPERE. HEINOLA.HEINOLA.

The aims of the projectThe aims of the project The methodsThe methods Networking Networking ConclusionsConclusions

DIFFERENT MODLES OF DIFFERENT MODLES OF TEACHING METHODS – IDEAS TEACHING METHODS – IDEAS FOR TEACHING FOR TEACHING ENTEPRENEURSHIPENTEPRENEURSHIP PLANNING SESSION MODELPLANNING SESSION MODEL COMPUTER MODEL COMPUTER MODEL SUGGESTOPEDIC MODELSUGGESTOPEDIC MODEL BRAIN STORM MODELBRAIN STORM MODEL COOPERATIVE MODELCOOPERATIVE MODEL

CURRICULAR AIMS OF CURRICULAR AIMS OF ENTREPRENEURSHIP ENTREPRENEURSHIP EDUCATION IN MY SCHOOLEDUCATION IN MY SCHOOL

1.1. How is entrepreneurship seen in value base discussionsHow is entrepreneurship seen in value base discussions __________________________________________________________________________________________________________________________________

2.2. How is entrepreneurship education carried out in the How is entrepreneurship education carried out in the school a) as projects b) included within different subject?school a) as projects b) included within different subject?

__________________________________________________________________________________________________________________________________

3.3. The first aim of entrepreneurship education in the school The first aim of entrepreneurship education in the school isis

__________________________________________________________________________________________________________________________________

4.4. The second aim isThe second aim is __________________________________________________________________________________________________________________________________

5.5. What teaching methods do i use in What teaching methods do i use in entrepreneurship education?entrepreneurship education?

________________________________________________________________________________________________________________________________

6.6. How is the utilisation of new technology according How is the utilisation of new technology according to the principles of the new curriculum seen in to the principles of the new curriculum seen in entrepreneurship education?entrepreneurship education?

________________________________________________________________________________________________________________________________

7.7. Which teachers am I cooperating with in Which teachers am I cooperating with in entrepreneurship education?entrepreneurship education?

________________________________________________________________________________________________________________________________

CURRICULAR AIMS OF CURRICULAR AIMS OF ENTREPRENEURSHIP ENTREPRENEURSHIP EDUCATION IN MY SCHOOLEDUCATION IN MY SCHOOL

Tacit Knowledge –Tacit Knowledge –learning by doing learning by doing methodmethodin Tuusniemi (In East Finland, 2008)in Tuusniemi (In East Finland, 2008)

New knowledge New knowledge

the pupil interviewed by e-mail at his project the pupil interviewed by e-mail at his project work researchmanager in Vacon Oyj, in Tampere.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 Researchmanager: First there must be a

problem. Usually I wake up early in the morning problem. Usually I wake up early in the morning and ”heureka” I see the solution….but it is and ”heureka” I see the solution….but it is difficult to tell another…it is intuition (new difficult to tell another…it is intuition (new knowledge) and… the idea must be tested…in knowledge) and… the idea must be tested…in our companyour company

At the end of task pupil evaluated what kind of At the end of task pupil evaluated what kind of knowledge he learned in Vacon Oyj.knowledge he learned in Vacon Oyj.

(Sampola school in Tampere, 2008.)(Sampola school in Tampere, 2008.)

Teacher’s knowledge Teacher’s knowledge and pupils’ knowledgeand pupils’ knowledge Teacher interviewed manager of Vacon Oyj in Solna Teacher interviewed manager of Vacon Oyj in Solna

in Sweden.in Sweden.Teacher: Do you know what kind of expertise Teacher: Do you know what kind of expertise (knowledge)you have in our personnel in your (knowledge)you have in our personnel in your company?company?Manager: I think I know… It is important to know Manager: I think I know… It is important to know what knowlege is important to our business what knowlege is important to our business strategy….strategy….

At the end of task pupil and teacher evaluated At the end of task pupil and teacher evaluated together.what they learned…. knowledge together.what they learned…. knowledge management, new knowledge about the management, new knowledge about the international company of Vacon Oyj.international company of Vacon Oyj.

NETWORK:NETWORK:Federation of SwedishFederation of SwedishEnterprises, Stockholm ,Sweden.Enterprises, Stockholm ,Sweden.

The Star High School –The Star High School –project, TAT, Helsinkiproject, TAT, Helsinki(new)(new) Interviewer:What kind of expertise do you need in Interviewer:What kind of expertise do you need in

principal´s work?principal´s work? P: networkingP: networking P: to lead the staff is very important and in future it is P: to lead the staff is very important and in future it is

more and more importantmore 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)

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

ABSTRACTThe 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.

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.

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.

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’.

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.