Kakkonen, Marja-Liisa (2012): Learning Entrepreneurial Competences in an International Undergraduate Degree Programme. A Follow-Up Study.
Joensuu: Itä-Suomen yliopisto, 2012
Publications of the University of Eastern Finland
Dissertation in Education, Humanities, and Theology; Nro 36
ISBN: 978-952-61-0976-3
ISSN:1798-5625
The Dissertation Report comprises two parts (A+B)
A. Summary: urn_isbn_978-952-61-0976-3.pdf (uef.fi)
B. Published articles (attached in the printed report)
- Kakkonen, M-L. 2012. The relationship between self-perceived generic competences and entrepreneurial intention. Industry & Higher Education Vol 26, No 3, 217–227.
- Kakkonen, M-L. 2010. Entrepreneurial Learning and Learning Strategies of the First Year Business Students in Higher Education. International Journal of Euro-Mediterranean Studies Vol. 3, No 1, 85 – 102. dvi (emuni.si)
- Kakkonen, M-L. 2010. Business students’ perceptions of the use of creativity in their studies. Journal Advances in Higher Education, Vol 3, No 1, 23–40.
- Kakkonen, M-L. 2010. International Business Students’ attitudes of Entrepreneurship. Advances in Business-Related Scientific Research Journal (ABSRJ) Vol. 1, No 1, 67 -77.
- Kakkonen, M-L. 2011. Students’ perceptions of their business competences and entrepreneurial intentions in higher education. Management Journal Vol 6, No 3, 225–244. https://core.ac.uk/reader/52487290
- Kakkonen, M-L. 2011. Comparison of business students’ self-perceived entrepreneurial characteristics and competences at the beginning and at the end of their studies. Advances in Business-Related Scientific Research Journal (ABSRJ) Vol. 2, No 2, 111 – 128.
Abstract in English
The follow-up study addresses learning entrepreneurial competences in one international programme at bachelor’s level in Finland. The study was longitudinal and interpretative in nature. The research task of the study was to ascertain to what extent students’ entrepreneurial competences developed on the degree programme. The research task was accomplished by conducting six subsidiary-studies and by answering the respective research questions one by one. The objectives of the study were achieved through increasing the understanding of learning entrepreneurial competences in higher education. The study examined the perceptions of the students by mixing different research methods.
The findings of this study indicated that competence profiles and entrepreneurial intention are interrelated already in the beginning of the studies. Further, the learning objectives of the degree programme are realistic for the first-year students to be achieved. There also lies a paradox: self-regulation in learning is expected, yet the students may lack the abilities for self-directed learning and meta-cognitive learning strategies. In addition, use of creativity is not so much involved in studies as in study methods. Even then, the students take the personal risks of success or failure, i.e., the students are not sufficiently encouraged and supported by teachers. The entrepreneurial attitudes of the students were quite positive, yet the attitudes towards entrepreneurship remained stable or declined during studies regardless of the desire to promote them. The degree programme had a positive influence on the development of business competences, but not on entrepreneurial intention, even though the aim is that some of the students would actually set up their own businesses. The findings of this study moreover indicated that entrepreneurial intention was apparently connected with the nature of the goals (performance vs. mastery) and the nature of motivation (intrinsic vs. extrinsic).
It can be concluded that there is a need for changes in pedagogy and learning environment if the aim is to promote the entrepreneurial competences of students more and increase their new business creation. Since the pedagogy relates to the objectives of the entrepreneurship education, it is important to clarify the objectives first. Further, teachers’ conceptions of teaching and learning should be discussed (cf. a positivist vs. constructivist approach). At the end of the report practical implications for further developing teaching entrepreneurial competences are presented, likewise how entrepreneurial learning can be enhanced.
Keywords: business students, competences, entrepreneurship, intention, learning, perceptions, UAS
