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The purpose of this paper is to propose a framework of reflection that opens the way to a fuller understanding of what is meant by learning to be enterprising in schools, particularly during the basic schooling of students (at both the primary and secondary levels). Working from Dewey's philosophy of experience, the paper advances a new definition, in processual terms, of being enterprising and a related model of learning to be enterprising.

The backdrop of this theoretical article is enterprise education, currently associated with a broader view of entrepreneurship. The text begins with a critique of existing definitions of being enterprising, showing their limitations from an educational point of view. It then proposes an exploration of Dewey's philosophy of experience and its educational corollaries, all with a view to sketching out a model of learning to be enterprising.

John Dewey's philosophy of experience provides a basis for characterizing the notion of being enterprising in relation to two distinct phases – namely, charting a guiding direction for the action to be undertaken and putting the plan of action to the test in experience. Dewey also highlights the importance of reflexivity throughout this entire process. The coherent structuring of these elements lays the groundwork for a model of learning to be enterprising that simultaneously takes into account action and reflection in the classroom entrepreneurial experience.

Being enterprising is closely bound up with action, thus prompting many authors to set out a parallel between enterprise education and experiential learning, with most working from the model proposed by Kolb. The paper returns to the philosophical bases elaborated by Dewey and his vision of experiential learning, associated with his oft‐quoted maxim of “learning by doing.” The value of this conceptual effort consists in acquiring a more operational representation of learning to be enterprising in schools.

The period 2002‐2010 has seen significant growth in enterprise education in schools in England, accompanied by the growth of guidelines and frameworks to provide educational and assessment structures. This paper intends to explore the questions: What does “enterprise” mean in the context of 14‐19 education? What is the purpose and contribution of competence frameworks and related structures for the learning and assessment of enterprise education? How effective are they? and How might enterprise education frameworks evolve in response to changes in the post‐ recessionary economic, employment and educational landscape?

The paper conducts a critical review of competency frameworks introduced in England to assist with enterprise education primarily for the 14‐19 age group. These are compared on the basis of their educational purpose and rationale (“why?”), their content (“what skills and knowledge they include”), and the approaches to teaching, learning and assessment they recommend (“how?”).

The analysis discusses the following questions to reflect on the progress and direction of enterprise education: How broadly or narrowly should enterprise be defined? How useful is the term? Are the skills and related knowledge and attributes too broad or too soft?; and Is there too much emphasis on assessable outcomes, rather than on how enterprising learning takes place?

The paper contributes to the development of enterprise education for researchers, policymakers and practitioners in schools at an important point in the economic, educational and political cycle.

Enterprise education in schools requires critique of and reflection on what has been achieved, together with consideration of its future purpose, value, orientation and nature. There is a concern that the “delivery” of enterprise education takes place in ways which are not “enterprising” forms of learning, and that assessment drives the curriculum. Changes to definitions, frameworks and pedagogy are needed to clarify its future educational role.

The purpose of this paper is to examine young learners’ attitudes towards enterprise education within the context of a university led initiative to construct a sustainable framework which benefits identified stakeholders.

The research used self-completed questionnaires with 117 business studies students in Stages S4-S6 from secondary schools across Dundee and business students from Years 1-4 at one university in Dundee, Scotland.

The research reveals that respondents positively engage with enterprise education and felt that their project management, creative thinking, communication skills and confidence were enhanced by the activity of real-world business challenges. The findings support the notion that an enterprising spine embedded in the academic curriculum better equip the learner with the necessary hard and soft skills required for the employment market but not necessarily to be entrepreneurial.

A limitation of this research was the sample size, which although representative of the pupil and student cohorts associated with the various stages of education being studied at the particular time of data collection, and is suitable for an exploratory study, the research would have benefited from being both larger and complimented by more of a qualitative component beyond the inclusion of open-ended questions.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

The research should prove useful to educational establishments who are considering the implementation of, or further engagement with, enterprise education and involvement with the business community and how such activities impact on their learners.

This paper aims to explore the perceptions of teacher students regarding entrepreneurship education and how they understand entrepreneurship as part of their future pedagogical work.

Data were collected in 2010, 2011, and 2012 from the essays of 257 teacher students. The data were then analysed through a phenomenological approach.

On the basis of the results, we categorise teacher students into three types: sceptics, followers, and innovators.

The study was limited to teacher students at the Department of Teacher Education at Rauma. The data were collected during an Entrepreneurship and Citizenship course under the Teacher Education programme.

The most important and necessary requirement for developing entrepreneurship education for future teachers is to clearly define the aforementioned concept. A learning environment should enable teacher students to approach the topic in an informal manner, allowing them to comfortably compare different critical views. Further maximising the benefits of such an environment necessitates fostering a relaxed and encouraging learning atmosphere, as well as multi‐professional cooperation. The “leading extract” of entrepreneurship education must be based on education and pedagogy, instead of on market forces.

Early entrepreneurship research concentrates on what entrepreneurship means and includes, how it should be realised, and what the responses are to related educational initiatives. The current work focuses on the conclusions teacher students draw about entrepreneurship/enterprise education and what kind of entrepreneurship/enterprise education is presently a part of teacher education.

This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business start‐up and the new venture creation process.

Enterprise education is underpinned by experiential action learning that can be in, outside and away from the normal classroom environment. It can be delivered across a range of subject areas throughout different phases of education.

Enterprise and entrepreneurship education are perceived to be conflated terms that for many in the education and business communities mean much the same thing. Adopting an enterprise education approach allows greater pupil/student ownership of the learning process.

Enterprise education as pedagogy advocates an approach to teaching where specific learning outcomes differ across and between different educational phases and subject areas but which has a clear and coherent philosophical underpinning.

Enterprise education should not be equated solely with business, as it is a broader, deeper and richer concept. The theoretical import of the paper is in part a plea for a more rigorous, practically informed analysis of the different strands (pedagogy, entrepreneurship, citizenship and civic responsibility) that make up enterprise education. The paper also sets out the case for a more critical analysis of enterprise education.

Although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students.

The paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work.

A critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning.

The work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research.

The paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond.

The article investigates the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. In this important topic it is vital that new approaches are developed which can create a broader debate especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field.

Describes models for empirical enquiry. Since the publication of the CEDEFOP guides to competence in the design of enterprise training programmes the need to train a cadre of professional enterprise trainers for small business has become widely accepted throughout Europe. There is a consensus of opinion which favours a competence‐based and process‐related approach. Discusses a framework for research and describes models of the “process” of enterprise training, based on practical experience, as a basis for functional analysis to determine relevant enterprise trainer competences. Concludes that the CEDEFOP guides provide a starting point, but there is considerable scope for research into enterprise training processes, trainer competences and outcomes in different small business contexts.

This article aims to report on a Department for International Development (DFID) funded enterprise education programme in Ukraine, managed by the University of Durham. It seeks to offer a description and explanation of the programme along with an analysis of its rationale, operation and workings. The focus is on the method used to transfer, adapt and apply a programme for the introduction of enterprise education from the UK to Ukraine.

A partnership‐based framework of analysis that underpins the actual workings of the programme is detailed. Issues affecting societies and economies in transition are explored with a specific focus on Ukraine. The programme rationale and its operational workings are discussed before revealing the key findings and their implications for theory and practice.

In the transition economies of Eastern Europe, enterprise education can help bring about peaceful social and economic transformation. Enterprise education helps to establish the principle that in a free society starting a business is not just a right of all citizens but it is within their capabilities. The concept is liberating and liberalising and is a tool that encourages, advocates and advances freedoms and opportunities. It can help stimulate innovation and entrepreneurship and as a tool of empowerment it can help people cope with and adapt to an uncertain economic future.

The paper shows that in recognising the educational value of “positive mistake making” a more “can do”, calculated risk‐taking attitude can be fostered to encourage enterprise and entrepreneurship. It also illustrates that the development of teaching resources is essential and needs to be done in context making it relevant to local conditions and circumstances.

This paper states the case for adopting a comparative method of analysis to the study of enterprise education. Adopting a comparative approach can provide fresh insights and opportunities for researching from different perspectives. It develops understanding of the concept by reexamining its origins and history. By default its purpose, development operation and rationale are also briefly discussed through reference to literature and policy.

This paper draws on the literature around enterprise and entrepreneurship education. It argues that comparative analysis of enterprise education is an important methodological tool that can enrich, deepen and inform research processes, findings and outcomes. Comparative analysis can take a number of forms and can include within country, cross-country, historical, temporal, longitudinal, spatial, pedagogical, policy or other types of comparison.

This paper unpacks and teases out some of the points of difference and similarity between enterprise education concepts, policies and practices; and the way they are introduced to, applied and operate in different contexts. The main focus and point for comparison is the UK. Enterprise education is distinct from and should not be confused with business and economics. Teacher training in the techniques of enterprise education and resources designed to suit social and cultural requirements is crucial to achieve successful project outcomes.

The comparative analysis of enterprise education programmes and policies advocated here adds value and provides additional insight to these concepts and practices.

This paper aims to explore the issues experienced in the delivery of a business challenge to a cohort of business undergraduate students at the University of Glamorgan. The challenge involved initiating and running a “real” business and returning a profit within a week. The students worked in groups of up to eight and were given start up capital. The paper seeks to evaluate the impact of the business challenge in terms of changing entrepreneurial attitudes and behaviour, and to examine the skills competencies acquired by the individual students.

The study employs a mixed method approach to examine the respondent experience. The basis of the investigation involved a semi‐structured questionnaire undertaken on completion of the challenge. In total, in excess of 50 students completed the research instrument. The questionnaire enabled the authors to quantitatively explore the overall impact of the business challenge by student age and gender. In addition, the semi structured design enabled the authors to explore the qualitative “rich data” of individual student experience based on their reflections.

The findings reveal a positive impact in terms of enhanced attitudes towards the attainability and attractiveness of an entrepreneurial career. The findings reveal that the business challenge provided the students with a significant enhancement in generic enterprise skills including team working, leadership, communication and specific business skills such as sales and marketing behaviour. The students valued the opportunity and personal responsibility offered by the business challenge to apply their theoretical knowledge in a real world context. Several individuals reported that the positive experience with their business venture meant that they wished to continue the business alongside their graduate studies.

The paper contributes to a limited literature in assessing the impact and benefit of business challenges. It will be of value to enterprise education providers in organising and planning such activities.