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Westerberg, M. (2022). Using self as case in teach-the-teacher courses in entrepreneurship to reflect on experiences as student and teacher. In: Karin Wigger, Lise Aaboen, Dag Haneberg, Siri Jakobsen, Thomas Lauvås (Ed.), Reframing the Case Method in Entrepreneurship Education: Cases from the Nordic Countries (pp. 67-75). Edward Elgar Publishing
Open this publication in new window or tab >>Using self as case in teach-the-teacher courses in entrepreneurship to reflect on experiences as student and teacher
2022 (English)In: Reframing the Case Method in Entrepreneurship Education: Cases from the Nordic Countries / [ed] Karin Wigger, Lise Aaboen, Dag Haneberg, Siri Jakobsen, Thomas Lauvås, Edward Elgar Publishing , 2022, p. 67-75Chapter in book (Other academic)
Abstract [en]

This chapter is about using self as case in teach-the-teacher entrepreneurship courses. As participants likely will engage as teachers in entrepreneurial education, the course has potential to affect many future students. I argue that two types of cases are needed. The first kind places the teachers in entrepreneurial situations where they have first-hand experience of what they want their future students to experience, which easily can be mimicked in their own teaching. The second type is about cognitively understanding what entrepreneurial education is about and what teacher skills and competences are needed to teach entrepreneurially. In others words—professional tools for teaching entrepreneurially. In both these situations, the 'case' is the teacher. By reflecting on your own real-time or retrospective entrepreneurial action for the first type, and by reflecting on yourself as an entrepreneurial educator for the second type, each teacher becomes their own case. Two such case tasks of each kind are presented that build on five pillars of entrepreneurial education presented in the chapter. Although the content is most relevant for those engaging in teach-the-teacher courses in entrepreneurship, it is also relevant for traditional entrepreneurship teachers as cases can be applied in their teaching or as tools to develop their teaching.

Place, publisher, year, edition, pages
Edward Elgar Publishing, 2022
Keywords
Teach the teacher, Entrepreneurial education, Entrepreneurial competences, Experiential learning, Reflection
National Category
Pedagogy
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-98280 (URN)10.4337/9781800881150.00015 (DOI)2-s2.0-85160814421 (Scopus ID)9781800881143 (ISBN)9781800881150 (ISBN)
Note

Licens fulltext: CC BY-NC-ND License

Available from: 2023-06-13 Created: 2023-06-13 Last updated: 2023-06-13Bibliographically approved
Oganisjana, K., Westerberg, M. & Hietanen, L. (2021). Organizing studies entrepreneurially to adjust inner and outer worlds during COVID-19. In: Callaos N.C.; Hashimoto S.;Lace N.;Sanchez B.;Savoie M (Ed.), Proceedings of The 12th International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC 2021): . Paper presented at The 12th International Multi-Conference on Complexity, Informatics and Cybernetics: IMCIC 2021, March 9 - 12, 2021, Virtual Conference (pp. 95-100). International Institute of Informatics and Systemics, IIIS, 2
Open this publication in new window or tab >>Organizing studies entrepreneurially to adjust inner and outer worlds during COVID-19
2021 (English)In: Proceedings of The 12th International Multi-Conference on Complexity, Informatics and Cybernetics (IMCIC 2021) / [ed] Callaos N.C.; Hashimoto S.;Lace N.;Sanchez B.;Savoie M, International Institute of Informatics and Systemics, IIIS , 2021, Vol. 2, p. 95-100Conference paper, Published paper (Refereed)
Abstract [en]

This research aims to analyze the effect of a five-stage strategyelaborated within the Erasmus+ project FOrSE (Framework forOrganizing Studies Entrepreneurially) realized by three EUuniversities. The strategy was integrated into a study course ofPedagogy to enhance entrepreneurial mindsets and behaviors offirst-year international Master students who did not have anyopportunity for face-to-face studies because of the quarantine.The key focus of the strategy is to promote students’ ability toanalyze the problems facing them during the COVID-19pandemic and identify and/or realize new opportunities in theface of the worries and uncertainty. The qualitative contentanalysis of the Master students’ reflections and the analysis ofthe challenges faced, and new opportunities identified and/orrealized showed that they tried to adjust their inner world to theevents which take place in the outer world for gaining selfconfidenceand achieving harmony.

Place, publisher, year, edition, pages
International Institute of Informatics and Systemics, IIIS, 2021
Keywords
Students, Content analysis, Face to face, First year, Inner world, Master students, Uncertainty analysis
National Category
Business Administration
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-84748 (URN)2-s2.0-85105890459 (Scopus ID)
Conference
The 12th International Multi-Conference on Complexity, Informatics and Cybernetics: IMCIC 2021, March 9 - 12, 2021, Virtual Conference
Note

ISBN för värdpublikation: 978-195049253-4

Available from: 2021-05-31 Created: 2021-05-31 Last updated: 2021-05-31Bibliographically approved
Seikkula-Leino, J., Jónsdóttir, S. R., Håkansson-Lindqvist, M., Westerberg, M. & Eriksson-Bergström, S. (2021). Responding to Global Challenges through Education: Entrepreneurial, Sustainable, and Pro-Environmental Education in Nordic Teacher Education Curricula. Sustainability, 13(22), Article ID 12808.
Open this publication in new window or tab >>Responding to Global Challenges through Education: Entrepreneurial, Sustainable, and Pro-Environmental Education in Nordic Teacher Education Curricula
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2021 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 22, article id 12808Article in journal (Refereed) Published
Abstract [en]

The United Nations’ Sustainable Development Goals (SDGs), and the European Union’s strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
entrepreneurship education, sustainability, sustainable education, teacher education, curriculum, Nordic education
National Category
Business Administration Pedagogy
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-88315 (URN)10.3390/su132212808 (DOI)000725198900001 ()2-s2.0-85119862672 (Scopus ID)
Note

Validerad;2022;Nivå 2;2022-01-11 (beamah)

Available from: 2021-12-13 Created: 2021-12-13 Last updated: 2022-02-10Bibliographically approved
Axelsson, K. & Westerberg, M. (2018). Entrepreneurship in teacher education: Conceptualisation and tensions. In: Ulla Hytti, Robert Blackburn & Eddy Laveren (Ed.), Entrepreneurship, Innovation and Education: Frontiers in European Entrepreneurship Research (pp. 123-145). cheshire: Edward Elgar Publishing
Open this publication in new window or tab >>Entrepreneurship in teacher education: Conceptualisation and tensions
2018 (English)In: Entrepreneurship, Innovation and Education: Frontiers in European Entrepreneurship Research / [ed] Ulla Hytti, Robert Blackburn & Eddy Laveren, cheshire: Edward Elgar Publishing, 2018, p. 123-145Chapter in book (Refereed)
Abstract [en]

Entrepreneurship education is an area of growing importance within entrepreneurship research. This book critically discusses innovation and entrepreneurship in new and varied contexts in Europe. Entrepreneurship, Innovation and Education explores the need for researching innovation and learning in family firms, micro firms, SMEs and in rural and network contexts. The chapters offer new insights into the antecedents of business performance in SMEs by investigating social capital and marketing capabilities. The book includes a new typology for analysing entrepreneurship education programmes, discusses opportunities for embedding entrepreneurship in teacher education and explores entrepreneurship in the informal learning arenas in universities. This book includes a wide range of studies from different analytical and methodological perspectives and from various regional and industrial contexts. As such, it is a valuable tool for advanced students of European entrepreneurship. Researchers in entrepreneurship will also benefit from the up-to-date research analysis in this book.

Place, publisher, year, edition, pages
cheshire: Edward Elgar Publishing, 2018
Keywords
Entrepreneurship, Teacher education, Case study
National Category
Business Administration
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-72354 (URN)10.4337/9781788972307.00015 (DOI)
Note

ISBN för värdpublikation: 9781788972291, 9781788972307

Available from: 2018-12-21 Created: 2018-12-21 Last updated: 2022-10-28Bibliographically approved
Larsson, A., Westerberg, M., Karlqvist, L. & Gard, G. (2018). Teamwork and Safety Climate in home care: a mixed method study. International Journal of Environmental Research and Public Health, 15(11), Article ID 2495.
Open this publication in new window or tab >>Teamwork and Safety Climate in home care: a mixed method study
2018 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 15, no 11, article id 2495Article in journal (Refereed) Published
Abstract [en]

A rapidly changing homecare service sector implies difficulties to control safety and health risks for staff and to guarantee standardised deliveries of services to recipients. This study aimed to describe staff perceptions of safety climate and practices in homecare service teams, and suggestions for improvements. A second aim was to identify if and how the appraisals of safety climate were related to individual perceptions of safety, mental strain and adverse events/injury. A convergent parallel mixed methods design was used. Nursing assistants and care aides (133 in total, representing 11 work teams) in the north of Sweden replied to a survey and participated in focus group interviews. Results were analysed with ANOVA (inter-team differences) and by qualitative content analysis. Significant diversity was identified between the teams in five of seven dimensions of safety climate. Important areas for improvement were: a need to define and agree on criteria for a safe working environment; leadership prioritising safety at work; and management able to provide trust, support and time. A prerequisite for these agreements was improved authority and communication between all parties involved. The safety climate dimensions were related to personal perceptions of safety and mental strain and, partly, to adverse events/injuries.

Place, publisher, year, edition, pages
Basel, Switzerland: MDPI, 2018
Keywords
health services research, risk management, safety climate, teamwork, quality improvement, mental strain, injury
National Category
Physiotherapy Other Engineering and Technologies not elsewhere specified
Research subject
Physiotherapy; Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-71431 (URN)10.3390/ijerph15112495 (DOI)000451640500169 ()30413052 (PubMedID)2-s2.0-85056383384 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-11-15 (johcin)

Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2021-05-07Bibliographically approved
Bergmark, U., Ekberg, N., Leonardson, J., Westerberg, M. & Westman, S. (2017). Developing teachers for the 21st century by focusing on professional competences. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA 2017), Copenhagen, 23-25 March 2017.
Open this publication in new window or tab >>Developing teachers for the 21st century by focusing on professional competences
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work Didactics Other Engineering and Technologies not elsewhere specified
Research subject
Education; Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-62978 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA 2017), Copenhagen, 23-25 March 2017
Available from: 2017-04-10 Created: 2017-04-10 Last updated: 2023-09-05Bibliographically approved
Hoppe, M., Westerberg, M. & Leffler, E. (2017). Educational approaches to entrepreneurship in higher education: A view from the Swedish horizon. Education + Training, 59(7/8), 751-767
Open this publication in new window or tab >>Educational approaches to entrepreneurship in higher education: A view from the Swedish horizon
2017 (English)In: Education + Training, ISSN 0040-0912, E-ISSN 1758-6127, Vol. 59, no 7/8, p. 751-767Article in journal (Refereed) Published
Abstract [en]

Purpose

The purpose of this paper is to present and develop models of educational approaches to entrepreneurship that can provide complementary analytical structures to better study, enact and reflect upon the role of entrepreneurship in higher education.

Design/methodology/approach

A general framework for entrepreneurship education is developed by using theory as well as practical experiences from the fields of business, engineering and pedagogy. The paper is mainly conceptual where the unfolding Swedish practice is used as contextual backdrop.

Findings

The FOR/IN/THROUGH/ABOUT (FITA) taxonomy is presented and used to develop three models of how to approach entrepreneurship in higher education depending on purpose. As there exists a didactical divide between entrepreneurial education for business and entrepreneurial approach to teaching and learning, educators and researchers ought to let their specific context influence the adoption of the taxonomy as well as the presented models.

Research limitations/implications

The differentiations suggested by the presented models can be used to both structure the designs and limit claims of future research. More heuristic research is called for.

Practical implications

The use of FITA in the designing of entrepreneurship education offers new opportunities for enhancing complementary student learning in higher education.

Social implications

The study suggests that any political or scholarly initiative must acknowledge the diversity of entrepreneurship education and chose different approaches depending on what is to be achieved.

Originality/value

The multidisciplinary approach has made it possible to present and create models that denote a common ground for a productive discussion on how to better understand and make use of entrepreneurship in higher education.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2017
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-65006 (URN)10.1108/ET-12-2016-0177 (DOI)000406795200008 ()2-s2.0-85026447547 (Scopus ID)
Note

Validerad;2017;Nivå 2;2017-08-10 (rokbeg)

Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2018-07-10Bibliographically approved
Parida, V., Pesämaa, O., Wincent, J. & Westerberg, M. (2017). Network Capability, Innovativeness, and Performance: A Multidimensional Extension for Entrepreneurship. Entrepreneurship and Regional Development, 29(1-2), 94-115
Open this publication in new window or tab >>Network Capability, Innovativeness, and Performance: A Multidimensional Extension for Entrepreneurship
2017 (English)In: Entrepreneurship and Regional Development, ISSN 0898-5626, E-ISSN 1464-5114, Vol. 29, no 1-2, p. 94-115Article in journal (Refereed) Published
Abstract [en]

Small- and start-up firms in the high-tech industry usually engage in networking to overcome resource, knowledge, and competence constraints in creative, innovation-based competition. Quite often, however, network relationships fail due to lack of network capability (NC), defined as the ability to manage and gain benefits from external relationships. In the present study, we propose and examine an updated five-dimension NC construct and test its effect on innovativeness and performance. Two independent high-tech samples of small firms and start-ups support measurement properties of the proposed NC construct and suggest that the often-overlooked dimension in NC research of network relationship building is important to include in a complete NC construct. Doing so can help explain organizational innovativeness and effects on the customer, sales, and innovation performance more effectively. As a result, we find support for the proposed NC scale and the importance of network capabilities for small companies and start-ups to remain competitive.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Network capability, innovativeness, sales performance, innovation performance, customer performance
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-59597 (URN)10.1080/08985626.2016.1255434 (DOI)000393817400006 ()2-s2.0-84996483995 (Scopus ID)
Note

Validerad; 2017; Nivå 2; 2017-01-17 (andbra)

Available from: 2016-10-10 Created: 2016-10-10 Last updated: 2018-12-14Bibliographically approved
Hoppe, M., Westerberg, M. & Leffler, E. (2016). Entreprenörskap och entreprenöriellt lärande. In: Thomas Hansson (Ed.), Pedagogik för högskolelärare: (pp. 311-334). Möklinta: Gidlunds bokförlag i Hedemora
Open this publication in new window or tab >>Entreprenörskap och entreprenöriellt lärande
2016 (Swedish)In: Pedagogik för högskolelärare, Möklinta: Gidlunds bokförlag i Hedemora , 2016, p. 311-334Chapter in book (Refereed)
Place, publisher, year, edition, pages
Möklinta: Gidlunds bokförlag i Hedemora, 2016
Keywords
Entreprenörskap, Entreprenöriellt lärande, Högre utbildning
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation; Effective innovation and organisation (AERI)
Identifiers
urn:nbn:se:ltu:diva-20424 (URN)4e0cd9c6-cd33-4672-a8de-347c40c48c31 (Local ID)9789178449378 (ISBN)4e0cd9c6-cd33-4672-a8de-347c40c48c31 (Archive number)4e0cd9c6-cd33-4672-a8de-347c40c48c31 (OAI)
Note

Godkänd; 2016; 20160616 (matswe)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2022-07-08Bibliographically approved
Dal, M., Elo, J., Leffler, E., Svedberg, G. & Westerberg, M. (2016). Research on pedagogical entrepreneurship – a literature review based on studies from Finland, Iceland and Sweden (ed.). Education Inquiry, 7(2), 159-182
Open this publication in new window or tab >>Research on pedagogical entrepreneurship – a literature review based on studies from Finland, Iceland and Sweden
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2016 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 7, no 2, p. 159-182Article in journal (Refereed) Published
Abstract [en]

Strategies for entrepreneurship in the educational system are present not only in the Nordic countries, but also in the majority of other Western countries. Linked to these strategies different research efforts have been made. Although the research efforts have a common origin in supranational policies on entrepreneurship, there has been little research analysing the similarities and differences in how the topic is addressed by researchers in different countries. Being able to relate to both the policy and the available research in a nuanced way is important especially in the context of teacher education. The purpose of this article is to review the most recent research in pedagogical entrepreneurship from three countries: Finland, Iceland and Sweden. The aim is to discover whether the common phenomena of entrepreneurship in an educational context are approached differently in these three countries. The review of 21 articles in all, covering aim, method, concepts, references and results, draws a rather fragmented picture of the research. The main results are that the reviewed research was mostly qualitative and covered the entire spectrum from theoretical research to practice-oriented research. A variety of concepts were used. The analysis of the use of references uncovered a need to be more aware of including research from neighbouring regions. The research field seems to be quite lively and is still developing. However, it would benefit from a better dialogue between researchers in order to strengthen the contribution of Nordic research on pedagogical entrepreneurship.

Keywords
literature review, pedagogical entrepreneurship, Finland, Iceland, Sweden
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Entrepreneurship and Innovation; Effective innovation and organisation (AERI)
Identifiers
urn:nbn:se:ltu:diva-6594 (URN)10.3402/edui.v7.30036 (DOI)2-s2.0-85054044288 (Scopus ID)4d7ef3f8-cc4e-4817-aad8-fb7455d6c8dd (Local ID)4d7ef3f8-cc4e-4817-aad8-fb7455d6c8dd (Archive number)4d7ef3f8-cc4e-4817-aad8-fb7455d6c8dd (OAI)
Note

Validerad; 2016; Nivå 1; 20160615 (matswe)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2022-08-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5464-9292

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