4.

4 Scaling entrepreneurial education

Educational reform often aims to
achieve large-scale spread of good
educational practices to classrooms.
Most initiatives however fail in
impacting classrooms and teaching
practices (Kliebard, 1988, Fullan,
2007).
This is due to a lack of incentives for
change and institutions to protect
classrooms from the recurring ebb and
flow of educational reforms (Elmore,
1996, Cuban, 2007, Cuban, 1990).
Strong normative structure in
entrepreneurship education for good
teaching, evaluation, monitoring,
inspection and feedback teachers need
to be formed by different levels of
authority outside of schools and
universities. Teachers are given the
opportunity to be repeated and in
learning teams conducted in their own
classrooms and by observing in other
people's classrooms, discovering and
honing approaches for entrepreneurship
education that fits their specific context.
A compelling reason to change
practices also needs to be presented,
such as solid evidence for significant
improvements in student learning.
4.5 Organizing interaction with the
outside world
Interaction with the outside world is a
key aspect of entrepreneurial education
(Lackéus, 2013, Gibb, 2008). The most
developed systems for facilitating
educational institutions’ interaction
with the outside world can be found on
university level.
The most important factors for
interaction with the outside world are
primary and secondary education level
is similar to university level. The key
factor is the support from the school
management, the capacity to build
organizational strengths and clear
objectives and incentives (Sagar et al.,
2012). Other important factors include
flexible time schedules with students
allowing longer uninterrupted lessons,
the time available for pedagogical
discussion among teachers, a time for
managing the process of change and
individual reflection needed to shape
new ways of teaching.
4.6 Future answers to the question
“How to do entrepreneurial
education?”
Entrepreneurship education is achieved
through close collaboration between
experienced and committed teachers at
all levels of education and
entrepreneurship and education
researchers, in accordance with the
recommendations by Elmore (1996). It
is hoped that the process of value
creation driven in education can be
drawn up, together with an illustrative
case studies that outline generalizable
features.