Abstract:

The study describes entrepreneurial learning based on the Learning by Developing (LbD) action model. The LbD action model has been developed at Laurea University of Applied Sciences (Laurea UAS) since the beginning of 2000. It was developed with respect to the challenges given to higher education institutes in Finland in the university law reforms. Higher education institutes needed to influence society and the surrounding regions. Cooperation with real working life led to change practices at Laurea, and research work focused on the conceptions of teachers concerning project- based learning, introduced the action model that was named as Learning by Developing, referring to future - oriented ways of action in a working life.

Based on some EU reports, Europe faces a number of challenges that can only be met if it has innovative, well-educated, and
entrepreneurial citizens. It seems that increasingly new and small firms, rather than large ones, are the major providers of new jobs. It also seems that that countries exhibiting a greater increase in entrepreneurship rates tend to exhibit greater subsequent decreases in unemployment rates. Increasing unemployment in European countries, especially among young people, is one of the reasons why the development of entrepreneurship has become a focus in searching new solutions.

The concept of entrepreneurship has different meanings. In this study entrepreneurship is seen as a mind-set and as a process.
The focus in this study is on two research questions:
1) How can the LbD action model enhance entrepreneurial education?, and
2) What is entrepreneurial learning in the LbD action model?

The answers will be given by firstly analysing the characteristics of the LbD action model and secondly by analysing the conceptions of teachers and students, who have experiences in applying LbD in entrepreneurial education.

The LbD action model is based on a pragmatic learning concept that is derived from an interpretative paradigm. Leaning objectives are seen as new ways of action. Students achieve competences as new ways of action by participating in research and development projects and giving meanings to the consequences, which guide their learning. In LbD, acting together is emphasised. It means co-creation, co-operation, and co – design as equal partners, a process in which all the partners have different roles related to their expertise and own objectives. The study proceeds by discussing the didactic triangle of the LbD, which is used as a frame in introducing the new roles of a teacher, student, entrepreneur and other stakeholders. Renewing working life as a purpose, demands transformative teaching, in which a teacher is seen as a coacher, facilitator and partner, who is also able to build networks with working life representatives. A student is seen as an equal partner, who will have more responsibilities in projects related to achieved competences. An entrepreneur and other stakeholders are met as partners, experts in their own fields, and co-operators in creation of new ideas and producing new innovations. A real-life oriented research and development project around a student's own ides is seen as a learning environment. Based on the analyses of the experiences of the teachers and students involved, the process model and the didactic model for entrepreneurial education will be presented and compared with the phases of LbD as the answers to the research questions mentioned above.

Keywords:

Entrepreneurial education, entrepreneurial learning, Learning by Developing.