Browsing by Subject "Yrittäjyyskasvatus"

Goals. The aim of this study is to examine what kind of thoughts Aalto-university teachers have according to academic capitalism and entrepreneurship education in the context of inside their own university. Academic capitalism and entrepreuneurship education are relatively new phenomenon in the finnish field of education and the goal is to figure out are these new customs in disagreement with the traditional values of universities or are they suitable together. There is a lot of international studies of these topics which helped me to do my thesis and helped me to choose different kind of point of views. Methods. There were 8 univeristy teachers who took part in this study. The interview-material consisted of three group-interviews, which all had 2-3 teachers. I used qualitative content analysis as a method in my thesis. Results and conclusions. What was found out of the interviews was that the teachers had both positive and negative experiences and thoughts about academic capitalism and entrepreneurship education. Academic capitalism could benefit researchers financially but the negative affect of it was that the values of academic capitalism were often times conflicting with the traditional views of the university. Teachers saw that entrepreneurship education coud give students benefits for example teaching them worklife skills and helped them to network when they were still at university. The negative effect of of entrepreneurship education from the point of view of the teachers was that it gave a narrow view of what a good worker of the future was.

Euroopan unioni korostaa hyvinvoinnin luomisessa yrittäjyysvalmiuksien oppimista. Yrittäjyys ja yrittäjämäiset valmiudet tunnistetaan tärkeinä taitoina tulevaisuuden työmarkkinoilla. Yrittäjyyskasvatus on ollut opetussuunnitelmissa jo 1990-luvulta lähtien, ja etenkin 2000-luvulla yrittäjyyskasvatusta on alettu painottaa. Tästä huolimatta, aiempien tutkimusten perusteella opettajat kokevat epätietoisuutta, miten yrittäjyyskasvatusta tulisi toteuttaa käytännössä. Tämä herättää pohtimaan, mitä yrittäjyyskasvatuksen toteuttajana oleminen edellyttää opettajilta. Tutkimukseni tavoitteena on muodostaa kokonaisvaltainen kuva aiempien tutkimusten pohjalta, miten opettajien valmiuksia toimia yrittäjyyskasvatuksen toteuttajina voidaan tukea. Tutkimuskysymystä lähestyin kahden alakysymyksen kautta: ” Miten opettajat suhtautuvat yrittäjyyskasvatukseen tutkimuskirjallisuuden mukaan? ” ja ” Miten opettajien yrittäjyyskasvatusvalmiuksien kehittymistä tuetaan tutkimuskirjallisuuden mukaan? Tutkimus on laadullinen tutkimus, joka toteutettiin integroivana kirjallisuuskatsauksena. Tutkimuksen keskeisinä käsitteinä toimivat sisäisen ja ulkoisen yrittäjyyden käsitteet. Teoreettisena viitekehyksenä toimii yrittäjyyskasvatus ja kontekstina Opetus- ja kulttuuriministeriön määrittelemät koulutuksen yrittäjyyslinjaukset. Aineisto muodostuu yhdestä väitöskirjasta ja kolmesta tieteellisestä artikkelista. Tutkimuskirjallisuuden mukaan opettajat tarvitsevat yrittäjyyskasvatukseen liittyvän tietouden syventämistä. Opettajien valmiuksia yrittäjyyskasvatuksen toteuttajina tutkimuskirjallisuuden mukaan voidaan tukea selkeyttämällä yrittäjyyskasvatuksen määritelmää ja tavoitteita, tarjoamalla riittävät resurssit yrittäjyyskasvatuksen toteuttamiseen sekä rikkomalla yrittäjyyden stereotyyppisiä tulkintoja mahdollistamalla opettajille tutustumista yrittäjyyden toimintaan. Yrittäjyyskasvatus tulisi nähdä sisäisen yrittäjyyden vahvistamisena. Opettajat nostivat yrittäjyyskasvatuksen keskiöön sisäisen yrittäjyyden. Sisäisen yrittäjyyden vahvistaminen koettiin osaksi koulun arvoja, joihin sisältyvät yhteisöllisyys, huolenpito ja solidaarisuus. Opettajien yrittäjyyskasvatuksen kritiikiksi nousi, etteivät talous- ja yrityselämän ”kovat” arvot, kuten taloudellisen voiton maksimointi ja kilpailu, sovi koulun arvojen ja toimintaperiaatteiden sisälle. Ulkoinen yrittäjyys sai tutkimuskirjallisuuden mukaan pääosin kielteisen vastaanoton opettajien suhtautumisessa.

This thesis examines entrepreneurship education and authoritative discourse. Entrepreneurship education is an ambiguous term that is difficult to define it (e.g. Ristimäki, 2001). It divides opinions among teachers – there is no consensus on benefits of entrepreneurship education (Korhonen, Komulainen & Räty, 2012). The aim of this thesis is to refine the understanding of entrepreneurship education. The thesis is based on an idea that derives from discourse analysis where speech is seen as the construct of reality. Entrepreneurship education discourse is a part of educational discourse, and it defines people’s perception of entrepreneurship education. Members of Parliament produce authoritative speech and they talk a lot about this topic. Because of this the speeches of MPs are particularly interesting. The research material consists of 26 speeches by MPs focusing entrepreneurship education. I examine the rhetoric of these speeches through rhetorical analysis. I ask a question: “How do the MPs talk about entrepreneurship education?” In this way it is possible to refine the perception on entrepreneurship education. The rhetorical analysis shows that the discourse of entrepreneurship education praises entrepreneurs, entrepreneurship and entrepreneurship education. The MPs’ discourse is mainly epideictic. This epideictic speech is based on many rhetorical devices such as ethos, logos and pathos, style, order of arguments and oppressive praise. Neoliberal discourse can be found behind these speeches. The discourse is brought out with point of departure that are generally accepted, for example equality and welfare. Rhetorical analysis provides valuable information about MPs’ attitudes towards school. Their relationship to school appears to be financial and entrepreneurial. This allows many new opportunities for future investigation.

In my master's thesis, I examine entrepreneurship education in the context of neoliberal governmentality. I approach this phenomenon with analytics of power and governmentality developed by Foucault. My goal is to look at what kind of discursive reality is constructed in the entrepreneurship education guides for teachers, what kind of subjectivity is produced in them for students, and how governmentality appears in these, produced subjectivity. Since entrepreneurship education is seen in many studies as part of neoliberal change in education policy, I think it is appropriate to approach the topic through theory of neoliberal government as well. I selected five entrepreneurship education guides for teachers as my research material, one produced by Suomen Yrittäjät, three produced by the YES Network and one produced by the Ministry of Education and Culture. In terms of the nature and topics of my research, I chose critical discourse analysis as my research method, where it felt like a natural choice when I studied the power in discourses and governmentality that they produce. In my research material I searched discourses that were in a hegemonic position and that occur as natural truths. When I had found them, I focused my research in what kind of dominance were inside discourses and what kind of subject positions they constructed for students. I found three dominant discourses, individual, responsibility, and entrepreneurial discourses. The discourses constructed a reality in which students had to be individual and responsible, however, in such a way that individuality and responsibility appeared only as a certain kind of trait that served working life. Entrepreneurship turned out to be a requirement for the whole individual to be certain, both in terms of personality and action. The discourses built an entrepreneurial subjectivity in which students had to be rational, flexible, and moral, allowing them to automatically act correctly toward the market. The reality built by the discourses made these demands appear to the students as their best, in which case they want to implement them, that is, to control themselves. The subjectivity constructed in the entrepreneurship education guides appeared strongly to the neoliberal ideal individual, so entrepreneurship education could be seen as neoliberal governmentality.