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INSTRUCTION BOOK FOR DEVELOPMENT OF
ENTREPRENEURIAL WAY OF THINKING AND SOFT
SKILLS
April, 2017
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CONTENT
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INTRODUCTION
Macedonia
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1 GOOD PRACTICE OF ENTREPRENEURIAL THINKING IN EDUCATION
1.1 Use of specific methods for learning entrepreneurship and encouraging the
entrepreneurial way of thinking in Macedonia
Business classes in the 4th year of vocational education for the educational profiles from the field of
economics, law and trade enable students to acquire knowledge, skills and abilities from the field of
innovation, investment, business, technology and marketing, and provides an opportunity for
development of the entrepreneurial spirit, the innovative thinking and initiative.
Despite the fact that learning entrepreneurship is incorporated in other subjects as well, the subject
Business in the 4th year of study of the vocational education includes broad aspects from the field of
entrepreneurship. During these classes, different methods and techniques for encouraging and
developing the entrepreneurial mindset are constantly used.
Activities and methods applied while studying various topics, such as:
Topic: Entrepreneurship and entrepreneurial behavior
Methods and Activities
Methods:
- Targeted discussion about the role of entrepreneurship;
- Presentation of the entrepreneurial process via diagrams;
- Discussions on reasons for founding a start-up company and the needed resources;
- Organized visits to business entities.
Activities:
- A successful entrepreneur – analysis of the core characteristics;
- Discovering personal strengths and weaknesses;
- Invitation to a businessman.
Topic: The dynamic trends of entrepreneurship
Methods and Activities
Methods:
- Discussion about private ownership as the foundation of entrepreneurship;
Activities:
- Identification of the entrepreneurial characteristics in small, medium-sized and large
enterprises;
- Discovering the social aspect of entrepreneurship – overcoming poverty.
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Topic: Entrepreneurship in the Republic of Macedonia
Methods and Activities
Methods:
- Targeted discussions for determination of the elements of the business climate.
- Individual work: researching the measures and the instruments used for support of
entrepreneurship in the Republic of Macedonia and presenting the results.
Activities:
- Analysis of the banking sector for support of the SMBs.
1.2 Austria – Entrepreneurship in Education
Lifelong learning strategies
There are four countries in Europe with a lifelong learning strategy as the most relevant
document, Austria, Bulgaria, Poland and Hungary.
Austria has the broadest approach of the four countries who have identified lifelong learning
strategies. Austria: Austria's lifelong learning strategy (LLL:2020) places a strong emphasis on
developing new curricula for all types of schools, with a focus on integrating the
entrepreneurship key competence, as well as wider key competences. The National LLL:2020
Platform is the partnership in charge of monitoring implementation of the strategy. Austria's
national qualifications framework (NQF) is in the process of incorporating entrepreneurial
skills in its level descriptors.
From 2012 to 2014 a reference framework for entrepreneurship education was elaborated
and entrepreneurship has now been established in Austria as a teaching principle across all
subjects within the broader cross-curricular competence “Economic and Consumer
Education”. Entrepreneurship education is based on a so-called "TRIO model", consisting of
three levels of competences:
1. supporting entrepreneurial core education
2. strengthening entrepreneurial culture
3. fostering entrepreneurial civic education
Austria has a range of in-service teacher training options relating to entrepreneurial learning.
Pre-service teacher training in this field is still under development. Finally, Austria's
commitment to entrepreneurial learning is evidenced through the existence of the EESI
Impulse Centre (Entrepreneurship Education for Innovation at Schools), supported by the
Austrian Federal Ministry for Education and Women, whose activities include the
accreditation of “Entrepreneurship Schools”.
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The Austrian 'LLL: 2020' underlines entrepreneurship education as a cross-cutting objective,
which means that although it is not explicit in individual actions, it is implicit across all actions.
It places particular importance on entrepreneurship education in actions related to curricula,
learning outcomes and career guidance.
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Entrepreneurial thinking in education in Austria
Definition of entrepreneurship education
In place of a national definition, Austria refers to the description of the entrepreneurship
competence defined in the European Reference Framework for Key Competences in Lifelong
Learning1. However, there is a clearly defined model of entrepreneurship education (EE) in
use: the Austrian
'TRIO Model' for EE2 The model advocates an early incorporation of EE across the educational
curriculum:
• level 1: Entrepreneurial Core Education;
• level 2: Entrepreneurial Culture;
1
http://bookshop.europa.eu/is-bin/INTERSHOP.enfinity/WFS/EU-Bookshop-Site/en_GB//EUR/ViewPublication-Start?PublicationKey=NC7807312
2
This model was developed by the EESI-Impulse Centre (Entrepreneurship Education for School Innovation
(http://www.eesi-impulszentrum.at) and funded by the Ministry for use in school (especially VET schools and
colleges).
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• level 3: Entrepreneurial Civic Education.
The levels are detailed in work packages, called “challenges”. The programme based on the
method is YouthStart Entrepreneurial Challenges. These challenges are focusing on topics and
approaches with the aim of well structured development tailored to the steps of the
Framework of References for Entrepreneurship Competencies, and contain exercises,
practices for teachers and learners.3
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Related strategies
There is no specific strategy for EE; however, EE is part of three broader strategies:
• the 'Strategy on Lifelong Learning (LLL:2020)'4 – most relevant to entrepreneurship
education;
• 'Gründerland Osterreich'5;
• the 'Austrian Youth Strategy'6.
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http://www.youthstart.eu/en/challenges/
https://www.bmbf.gv.at/ministerium/vp/2011/lllarbeitspapier_ebook_gross_20916.pdf?4dtiae
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http://www.bmwfw.gv.at/Presse/Documents/BMWFW_Land_der_Gruender_NEU.pdf
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http://www.youthpolicy.org/national/Austria_2013_Youth_Strategy.pdf
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A) The 'Strategy on Lifelong Learning (LLL:2020)'
This runs from 2011-2020, covers ISCED 1-8, and is the most relevant strategy for EE.

Main objectives of LLL:2020
The basic objective of the strategy is to encourage learning which challenges and promotes
learners through the individualisation of learning paths. There are 10 action lines.

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Concrete actions of LLL:2020
The strategy sets out EE as a cross-cutting issue – as one of the eight European key
competences –, and this ensures that EE is governed by a national framework. Action Line 2
refers to entrepreneurship as one of the eight key competences, specifying one concrete
measure as follows: 'Develop new curricula (for all types of schools) which are consistently
aimed at learning outcomes and sustainability, and interdisciplinary teaching models which
focus on key competences'. Action Line 8 specifically focuses on entrepreneurship, with the
vision on Action Line 8 reading as follows: 'The concept of lifelong learning is a major element
of economic and labour market policy and promotes the competitiveness of companies as well
as employees’ opportunities in the labour market'.

Ministries and stakeholders involved in of LLL:2020
Ministries involved included the Federal Ministry for Education, Arts and Culture; the Federal
Ministry for Science and Research; the Federal Ministry of Labour, Social Affairs and Consumer
Protection; and the Federal Ministry of Economics, Family and Youth.

Monitoring Framework of LLL:2020
The strategy is controlled by a task force of ministries with a National Platform of external
partners. In addition to annual reports, the Task Force will submit in 2020 a final report on
achievements, which will include further recommendations. The strategic goals are measured
against benchmarks, which are based on national and EU-wide projects and are expressed in
specific ratios.
B) 'Gründerland Osterreich'
'Founder Country Austria' is a strategy whose main objective is to improve the
entrepreneurship
ecosystem. It includes the following actions linked to EE under the theme of 'Raising
Awareness': Action 17 on the improvement of financial literacy; Action 20 on the generation
of an entrepreneurial spirit in young children and the communication of entrepreneurial
thinking across the entire education system; and Action 21 on the improvement of the
significance of entrepreneurship in society.
C) The 'Austrian Youth Strategy'
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Entrepreneurship education is also part of the 'Austrian Youth Strategy', which is line with the
'EU Youth Strategy 2010-2018'. It has measurable strategic goals along with recommendations
for concrete measures, including more entrepreneurial learning, an increased use of practice
firms, and an increase in young people participating in projects and becoming involved in
voluntary work.
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Explicit integration in the curriculum
Entrepreneurship education is a cross-curricular objective for ISCED 3 (including school-based
IVET) and aims at giving students an understanding of entrepreneurial thinking
(entrepreneurial spirit) and action. Through this, they are enabled to either start their own
business or work for their own benefit, for the benefit of society or as intrapreneurs, i.e.
employees.
Entrepreneurship education is integrated into compulsory subjects at ISCED 1-3 (including
schoolbased IVET). The main focus is on entrepreneurial, experiential learning. There are
specific entrepreneurship competences in the National standards. It is also integrated as a
compulsory subject into general studies at ISCED 1, in geography and economics at ISCED 2-3
and in business studies within school-based IVET. Moreover, through the 'Open Schools'
objective, schools can reach out to the outside world by providing for learning in settings
outside the school premises and by complementing their instruction with school events.
Companies, public institutions etc. can provide useful places for teaching and/or learning
giving an opportunity for hands-on learning in real-life situations.
Learning outcomes
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Many curricula have been adapted to be competence-oriented, mainly based on the 'TRIO
Model'7, and include entrepreneurship, particularly in school-based IVET. The learning
outcomes also reflect the 'TRIO Model', while the 'Austrian Reference Framework for
Entrepreneurship Competence'8 has been developed as a guide.
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'TRIO Model for Entrepreneurship Education'
The model was developed by the EESI-Impulse Centre (Entrepreneurship
Education for School Innovation) and funded by the Ministry for use in
schools, particularly in vocational education. This model advocates a
gradual development of the entrepreneurship competence, where pupils
start by undertaking a basic entrepreneurial experience and gain a basic
understanding of the issues before an entrepreneurial culture and mind-set
can emerge. The model comprises three levels: Level 1 is concerned with
establishing a basic understanding of entrepreneurial learning and
familiarisation with developing ideas and putting them into practice; Level
2 deepens the core education through more advanced activities seeking to
consolidate/encourage an entrepreneurial culture; Level 3 is about
encouraging a culture that promotes maturity, autonomy, personal
responsibility and solidarity (value basis). The ultimate goal is to create a
sustainable and dynamic civil society of citizens.
Teacher education and support
Currently, EE is a compulsory topic only for the initial education of prospective teachers of
economics and geography in secondary education (including school-based IVET). However, ITE
is undergoing reform in Austria, and most of the new ITE curricula for secondary education
(starting in 2016/17) are not yet issued. CPD provision is also limited to secondary teachers of
economics and geography.
The EESI-Impulse Centre (Entrepreneurship Education for School Innovation), supported by
the Ministry of Education and Women's Affairs is the centre of expertise for entrepreneurship
education in the country. It provides access to online teaching materials developed in
cooperation with the 'Initiative for Teaching Entrepreneurship' (IFTE) and other stakeholders.
Since 2011, it has also run the 'EESI Entrepreneurship Certification for Schools' programme.
EESI coordinators are available at regional level to coordinate and manage project groups on
entrepreneurship.
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More information on this approach is available in the website: http://www.youthstart.eu/en/approach/ See
also Entrepreneurship in Education at school in Europe: Section 3.3.3 of the report.
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http://static.wixstatic.com/media/790c66_68112476fc3a4cb788eaba3f36667c73.png_srz_960_575_85_22_0.
50_1.20_0.00_png_srz
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Models
Examples of Entrepreneurial Programmes in Austria
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Examined model
Smart Brunch
The so-called Smart Brunch programmes have been launched for years now, at the beginning
related to an international partnership amongst Middle-European countries. Since 2012 these
brunches in Vienna are available nearly every month, and there is always one at the end of
each year, as a joined event of the annual Entrepreneurship Summit Vienna, the main event
of GEW (Global Entrepreneurship Week) – Austria.
Vienna offers monthly SMART Brunch talks for which organisers invite successful,
inspirational, young entrepreneurs from the Viennese community to come and tell their
success stories to students. This opportunity is an enrichment program for students in form of
a SMART Brunch, all of which are part of the initiative of the Vienna Board of Education to
bring entrepreneurial thinking into the classroom.
SMART Brunch, provide an attempt to create a more cohesive and comprehensive approach
towards entrepreneurship education in participating Vienna secondary schools.
Additional curiosity that Wild Kitchen students from the Prevocational School, who were
inspired by i.e. SMART, have formed their own catering company and are responsible for the
catering at each brunch.
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Smart Brunch
The model that is presented hereby is a joint event of i.e. SMART programmes in Vienna. The
SMART events has been developed and implemented in the frame of an international
cooperation: through the CENTRAL EUROPE Programme co-financed by the ERDF.
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SMART Training Network for Innovation and Entrepreneurship in Emerging Sustainable
Economic Sectors i.e. SMART is an international initiative involving 12 partner organizations
from 7 different regions across the Central Europe - Vienna (AT), Stuttgart (DE), Venetto
region (IT), Modena (IT), Budapest (HU), Bratislava (SK) and Prague (CZ). Partnering
organizations represent mostly a mix of educational organizations and political institutions.
The main aim of the project is to implement a transnational management structure that will
deliver a new transformative business approach to innovation and entrepreneurship in
three different economic sectors: Creative Industries, Green Economy and ICT. The role of
the partners (educational and political institutions) is to develop and implement this
management structure into everyday reality, supporting the regional and transnational
growth of SMEs.
The creation of the management structure is to be achieved through so called regional SMART
points (every region will establish at least one SMART point). These points (physical - offices)
will provide motivation, trainings, counselling and other related support for emerging
entrepreneurs.
Beside the core activities a free and informal type of programme has been introduced: the
Smart Brunch.

Frame conditions:
The Smart Brunch is a discussion where speakers are invited entrepreneurs (2 3 participants
per event) from the local community: people who started their project or business at home,
in Vienna. The discussion that lasts usually approx. 1-1,5 hours is guided by a moderator. The
language of the talks are German or English. The audience formed by students from primary
or secondary schools and their teachers, however anyone is welcome who is interested. The
programme is open for participants from 10-12 up to 50, depending ont he location.

Talk and snack
The special atmosphere of the programme comes from its speciality. Talks with entrepreneurs
are available easily also in online, but the focus during the Smart Branches always the life and
the circumstances of the students, their age and their challenges. Questions like: how about
school’s time back then, when the entrepreneur guest speakers were teenagers, how did they
feel, what did they do are always ’a la carte’. Speakers talk with having a friendly eye on
youngsters and their actual life. Students can ask freely all along the discussion, moreover,
they are asked to do so. To get even closer to the topic to the person behind (entrepreneurship
and entrepreneur) after the discussion every participant are invited to have a brunch together.
Some finger food like sandwiches, cakes, cookies with drinks. Since it is called brunch these
events take place in the first part of the day, and mean an inspiring take-off. The food is always
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prepared and served by students. Smart Brunch is a unique meeting point of young people
with various background.

Topics and questions
In the following an optional pipeline of a discussion is exposed:
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1. SMART: Introduction, Talk, Conclusion, Closure
2. BRUNCH: Invitation
SMART
Introduction
 Greetings – to the guests and to the audience
 Début – Introduction of the event and organisers
 of the moderator
 of the guest entrepreneurs
Talk

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Personal & professional questions
Topics from the past, present and future
School & work
Practice & theory
Experiences, stories vs. plans, dreams
etc.
Conclusion
 Feedback and summary of answers
 Core messages
 abstracts of opinions
 etc.
Closure
 Ars poeticas
 Farewell messages
 Summing-up of the discussion
 acknowledgement of the participants and organisers
BRUNCH
Invitation
 Introduction of the catering team, and the served menu of the day
 welcome and call for having the brunch all together
TIPS FOR QUESTION LIST:
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(see next pages, as separate sheets. The question list has been edited for a local event in
Vienna, 2016)
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You…
Good morning
How are you? (here and now, this morning)
Give me some buzzwords that fit you.
What could be for example your #hashtag?
…as a kid
Let’s start from the very beginning. School time.
What type of student were you?
What were you good at as a kid and later as a student?
Favourite subjects? Hated ones?
Did you learn here at home, or did you have studies, scholarships abroad?
What would you advise now to your teenage self?
Could you recall some milestones that led you to end up as an entrepreneur?
…as an entrepreneur
Tell us your story.
Once upon a time there was a man…
How did your story start? How did all begin?
How did you get your idea or concept for the business?
What was your mission at the outset?
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How did you invest in finding your own path and voice?
Define yourself!
An entrepreneur- like me - is someone who….
What are you good at? What are your key skills as an entrepreneur? (Let’s name 3 to 5 skills)
How did you come to the point to start a business on your own? (As far as I know it happened
more than once in your career.
Why did you choose to be an entrepreneur instead of being an employee somewhere?
How about to start a company?
…as a business man
Tell us about your job. What do you do?
What service(s) or product(s) do you offer?
What is the goal of your company?
Why is your business unique?
What kind of Corporation is your business?
What made you choose this type of business?
What are your responsibilities as the business owner?
How about your team? How many employees you have? Are there Austrians and foreigners
as well?
What do you look for in an employee?
How do you advertise your business?
How do you advertise your product/service?
…as an Austrian
What made you choose your current location?
Why did you choose Vienna? (For space technology maybe it is not the most adequate…)
Do you work locally or internationally?
Is it an advantage or rather a challenge to be a citizen of a smaller country? (To work and live
here?)
Do you have worldwide connections? Do you work on expanded issues?
Does your company help the community where it is located?
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…as a visionary
What is your mission?
What makes you get excited in the morning?
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What is your personal goal? (Are there more of them?)
What can you take great satisfaction out of?
What do you think about success? And about failure?
What did you learn from them?
To what do you attribute your success?
Top 10 rules for success
Do you have an Ars poetica? A motto that describes you or yours believes well?
…in 2020
This is a core date anyway in a European level within the Union.
How do you see yourself in about 5 years?
....and in about 10?
What is your biggest challenge?
Oppositions
Alone vs. Team
Nervousness vs. Excitement
Done vs. Perfectly done
Career vs. Family
Success vs. Failure
Flow vs. Accuracy
Now vs. Later
Local or Global
Personal goals vs. Common goals
Dreams vs. Reality
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1.3 Entrepreneurship in secondary school in Slovenia
The subject Entrepreneurship is carried out at the Economics High School, 105 lessons per
school year. In the third year, the students elaborate a business plan for a company.
The subject Entrepreneurship encourages the students to creative thinking and develops their
creative potential, positive thinking, positive attitude towards the environment, their
entrepreneurial, organizational and leadership skills, responsible behaviour, creates
conditions for effective group work, enables learning of rhetorical knowledge and develops
their rhetorical skills, enables learning of processes in establishing a company, passes basic
business knowledge relevant to understanding of economic operations.
Work stages:
1 COMPANY FROM IDEA TO START UP
- Business process
- Creation of project group for a business plan
2 BUSINESS PLAN CONCEPT
- Entrepreneurs and a business plan
- Components of a business plan
- Formal framework for the preparation of a business plan
3 BUSINESS PLAN
- Product, service, company and business sector
- Market research
- Development and production
- Marketing strategy
- Management, organization and ownership
- Financial projections
- Risk analysis
- Schedule
- Business plan presentation
4 BUSINESS PLAN PRESENTATION
5 FOUNDING AND DEVELOPMENT OF A COMOPANY
Targets realized:
- The students learn to know the entrepreneurial process from idea to setting up a business.
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- The students learn to know the activities, which are important for starting a business.
- The students understand the comprehensiveness of the task of an entrepreneur who wishes
to
realize his idea and therefore has to provide the necessary resources.
- The students learn to know material and formal obstacles in realizing a business idea.
- The students acquire business knowledge important for the preparation of a business plan.
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- The students acquire knowledge and skills important for the presentation of a business plan.
- The students are aware of the importance of economy for the present, attitudes to career
planning, and the importance of a company.
- The students develop honesty, reliability, personal and working responsibility, ability to
communicate with each other and with people from the business world.
We pursued the following standards of knowledge:
- Students learnt to know the process of entrepreneurship from a business idea and its
checking to making a decision to start a business.
- Students also learnt to know the standard components of a business plan, its importance in
the entrepreneurial process and the role of other partners in elaboration of a business plan
- For a selected business idea, in groups students formed individual business plan chapters
according to the methodology from the standard manual for a business plan.
- Students also learnt to know the rules for an effective and attractive presentation of business
ideas, written in the business plan.
- Students got familiar with formal and material business problems upon starting a company
and its transition from the period of company’s survival in the subsequent stages of the life
cycle. At these stage students got support from entrepreneurs, bankers...
1.4 Introducing practical entrepreneurial skills into HVE programmes in Slovenia
Example: Learning company, in which all students and all lecturers are actively engaged. This
way interdisciplinary cooperation is ensured.
We are listing some activities and skills which the students need for single activities that take
place chronologically; if necessary activities overlap and in most cases pass from one to
another.
All students in the group are involved in forming a business idea. They put down several ideas
and vote for the best one. The adopted entrepreneurial idea is the basis for all further
activities, the company name and its logo.
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The students start establishing company departments and organizing employees by
departments; they appoint team leaders, as department coordinators taking responsibility for
the accuracy and timeliness of tasks.
The next step is to prepare a framework plan of operations and to elaborate a business plan.
As the business plan is adapted to the timeframe of lectures and exercises, it is is reallocated
according to subject areas, e.g. financial plan is prepared by students working in accounts and
finance departments and in the subject accounting with the assistance of their teacher.
Market research is carried out by students from the marketing department. They draw up a
survey. The analysis of survey results should indicate if there is a real possibility of marketing
the services.
The next step is company registration at the Headquarters of Training Firms (simulating the
operations of the training firms’ court register, commercial bank services, tasks in the area of
tax administration, foreign trade operations and customs, the role of pension and disability
insurance institute, providing of postal and telecommunications services). In company
registrations, the following staff are involved: company management, personnel department
(Legal Service) and the coordinators of the departments.
If they decide to have their own Accounts Department, they elaborate the Rules of Accounting
Records.
Marketing department prepares a catalogue of services, price lists, forms of pro-forma
invoices, enquiries and quotations. The company makes the first quotations, receives orders,
issues invoices and thus the first sale is successfully accomplished. Likewise, on the
expenditure side the first accounts of costs appear. The marketing department is constantly
producing new and new materials (advertising spots, new ideas), all with the aim to increase
the sales. In the financial and accounts departments events are continuously being recorded,
revenues and expenses are monitored, the operating result is calculated. This is followed by
payroll accounting, tax calculation and settling of accounts. At the end of business operations
(the end of semester) each department prepares a report on the work performed with the
emphasis on what could have been done differently and how business results could be
improved.
Students develop their competencies in the following areas:
- Company organization and performance: knowledge on how to register a company,
preparation of a business plan and its presentation, presentation of work in single
departments (operating functions), preparation of business reports, meeting the
requirements of tax and other legislation.
- Management and Planning as e.g. systematization of jobs, implementation of recruitment
procedures and regulation of labour law relations, formation of human resources and
information system, presentation of work plan, coordination of operations, solving of newly
occurred situations in this area, ensuring sources of financing and budgeting of financial
resources.
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- Marketing mind-set in modern enterprises such as promotional activities with relevant
promotional materials.
- Use of marketing communication instruments - implementation of market research survey,
operational procurement and sales.
- Forms of business communication, with emphasis on modern forms and methods of
communication.
In addition to the above, however, the students acquire key qualifications in the fields of:
- Occupational safety and health (a healthy and safe workplace).
- ICT (formatting of text, tables, storage of information, use of the Internet, dictionaries).
- Environmental education (environment protection at the workplace, understanding of
complex environmental problems).
- Entrepreneurship (planning and organization of work, development and implementation of
projects, economy at work, flexibility in career opportunities, ability of building proper
relationships in different situations).
- Social skills (teamwork, communication, peaceful conflict resolution, positive self-esteem,
respect for one another, acceptance of others and the different, cooperative learning).
- Planning and career management (setting their own goals, knowledge of opportunities for
career development, identification of interests).
1.5 More knowledge for more tourism – Slovenian project
The international festival More Knowledge for More Tourism is aimed at secondary school
students of all programmes or fields of study, as well as students of higher vocational colleges.
The purpose of the festival is to encourage students to present their ideas in the field of
tourism in a research paper, promotional spot and finally at the tourist market stand.
The importance of the competition for the participants:
- Getting to know the methods of designing ideas
- Getting to know the methods of market research
- Getting used to teamwork
- Integrating their knowledge from several professional fields (creating of a financial plan and
time schedule, knowledge of legislation, promotion plans)
- Testing ideas
- Designing stands
- Designing prototypes
- Presenting ideas at the stand
- Developing communication skills and storytelling
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- Acquiring skills of personal sales
- Connecting with local tourism workers
The final event of the competition takes place at the Ljubljana Exhibition and Convention
Centre. The students present their work to visitors to the fair, which takes place at that time.
Their mission is to present and promote their tourism ideas in the best way possible, thus
demonstrate their communication skills and their personal sales skills. Their work is assessed
by a committee (co-workers of the Tourist Association of Slovenia), which selects the best
task, the best promotional spot and the best presentation at the stand.
1.6 My company - Slovenia
Slovenia implements one of the main JA-YE Europe programmes: JA Company Programme
under the name My Company. JA Slovenia is an institution for the promotion of youth
entrepreneurship and is a member of JA Worldwide.
This programme includes secondary schools. It is aimed at shaping career paths, developing
skills and pursuing of own interests.
The basis of the programme is for the students to:
- Learn to know through experience what is needed for a successful business
- Participate in important decisions in the company
- Develop own skills and talents
- Understand the concepts in personal and corporate operations
Students in the programme learn to know:








Organizational structure of the company
Sources of financing
Methods of market analysis
Methods of creating sales prices
Fundamental documents of the company
Ways of marketing and selling of products/services
Personal Action Plan and
Procedures for company closure.
The programme My Company emphasizes the entrepreneurial contents by placing strong
emphasis on social skills and skills of written and oral communication.
The steps of programme implementation are as follows:
1. Formation of an efficient team
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2. Establishing of a training company
3. Market analysis
4. Final selection of business idea
5. Acceptance of business plan
6. Start of production and product marketing
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7. Production and product marketing
8. Sales facilitation
9. Internal control
10. Production evaluation
11. Personal Reflection and auction
12. Closure of the business and party
Schools can also invite companies to participate in the programme by:
- Mentoring students, as an entrepreneur-volunteer,
- Delivering lectures on selected corporate content,
- Visiting the school as a guest with experience,
- Acting as evaluators at the annual national presentation of school’s achievements
- Participating in prize competition tenders or
- Donating to events or institution work.
Schools may also decide to participate at the final exhibition fair where teams of young
entrepreneurs present themselves with pitches in front of a committee, which finally chooses
the best business ideas.
1.7 Startup weekend for secondary school students in Slovenia
The programme “Novo mesto Startup Weekend”, which takes place at the Podbreznik
Business Incubator, offers an intensive acquisition of entrepreneurial skills and tools to take
the first steps towards entrepreneurship. It also offers participants an unforgettable
experience, from which they will certainly benefit in their business and private lives. The
Startup Weekend programme for secondary school students is organized by the Development
Centre Novo mesto, the Podbreznik Business Incubator and the Novo mesto High School.
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It begins with an introductory motivational lecture in which a successful story of an
entrepreneur is presented, who has strengthened himself/herself on the first Novo mesto
Startup Weekend.
Coming up next, the participants present their business ideas. With their presentations they
try to convince the others that their idea is worth further developing. Presentations are
followed by a vote and selection of the best ideas upon which work over the next two days of
the Startup Weekend is based. Entrepreneurial teams are formed of different age profiles and
each member contributes to a better realization of the idea with his/her knowledge and ideas.
During the first day, participants are given all the necessary knowledge and guidance on how
to quickly and efficiently develop a business model and how to make an online survey and get
feedback from the market. The last step is very important in the real world of
entrepreneurship, thus being given strong emphasis.
The second day begins with a lecture on the MVP - Minimum Viable Product, which, if
simplified, means a prototype. The groups design interesting prototypes for their business
ideas. In the modern business world, every business idea must have a good landing page. This
is the topic of the next lecture on the second Startup Weekend day.
Last but not least important content of the event is the presentation of ideas or pitching, which
is extremely important when presenting ideas to investors. The final product of
entrepreneurial teams is evaluated by a 4-member committee that is interested in idea
innovativeness, its market potential and the presentation itself.
The most important experience, i.e. prize for the participants is the fact, that they are able to
complete the process - how to make the first steps into entrepreneurship and how to get a
realistic response from the market. Development Centre Novo mesto in the frame of the
Podbreznik Business Incubator and its other business programmes provides the necessary
venue and help in further development of ideas. The biggest thanks to Startup Weekend
mentors is if any of the teams succeed to penetrate the market.
1.8 The Korda method of teaching entrepreneurship as it was implemented in
Gimnazija Novo mesto, Slovenia
The Korda method is a new and exciting was to implement project-based learning into literally
every class and every subject, but it was especially developed for teaching entrepreneurship.
It is designed to develop the students’ cognitive, productive, and social-emotional skills.
The students who take the subject are graded for individual work as well as team work. From
the beginning of the year they start building their own portfolio on google sites, their
Capstone, where all their work will be collected (for prospective employers).
"The program promotes team as well as individual work. It's a very different way of teaching
where teachers do workshops instead of lectures and stay one step ahead of what students
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need. The program involves lots of reading, writing, blog publishing, video making, news
circles, and reflections from the students.
It consists of three consecutive authentic challenges plus a fourth challenge where the student
teams develop their own startup ideas. The method is done in an elective subject,
entrepreneurship studies, and lasts one semester.
Local startups, which the program has partnered with, give all the three respective authentic
challenges to the student teams. The students have three weeks to learn about the business
itself, dig into the problem and find a meaningful solution to the challenge, which they then
pitch to the startup founders. After the three authentic challenges, the students develop their
own business ideas. The fourth challenge is basically a four-week-long version of a startup
weekend.
In Gimnazija Novo mesto we did the Korda method for the first time in year 2016/17 as an
after-school activity. We quickly saw we would have to water down our expectations, because
we could not force our students to do the amount of work required from the students at
Hawken. Also, we combined it with some other activities and challenges which we found
interesting at the time.
The first challenge was given to us by the local animal welfare organization, a non-profit NGO
which works to promote animal rights and responsible pet ownership. We did the first
challenge together with the school’s FLL team as their topic for this year was ‘Animal Allies’.
The students had already learned basic business modeling (business model canvas) and design
thinking methods, so they knew they had to get out of the building and interview people and
get to know the situation on the spot. The students also looked into commercializing their
solutions.
The second challenge was given us by a local tea house that wanted to boost sales in their
adjacent healthy food store. In customer interviews the students learned about the
customers’ health-food shopping habits, their beverage habits, and their cafeteria-going
habits. With all the data they put together a solution for what the store should look like to
attract more customers.
We got the third challenge from the local telecom company which wanted to boost traffic in
their newly opened stand in the Qlandia shopping mall. The students again went to the mall
to do customer discovery and based on their findings, they designed a solution.
To make things more interesting, we timed the challenges in such a way that we could take
our students to a startup weekend during their second challenge, hoping they would gain
additional skills and knowledge to help them boost their performance. Also, between the
second and third challenges we gave them the 5-euro challenge as designed by Tina Seelig.
The students are now well into their fourth challenge, where they are each working on their
own ideas, which they will enter several entrepreneurship competitions with – the Spirit
Agency’s Best student idea competition, the Popri competition, and Junior achievement
competition.
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This is not to say we have not met our share of challenges. As stated above, our
entrepreneurship studies is an after-class activity, therefore we soon saw we could not expect
our students to read, write, and reflect as extensively as the students in other schools where
entrepreneurship is part of the curriculum would. Also, the students have lots of testing in the
‘real’ subjects, which means they often are not able to pull their weight as much as necessary
because their focus was needed elsewhere. And finally, when the going gets tough – and tough
it does get – there is nothing stopping them from moving on to other after-school clubs, where
their activities involve less uncertainties. Because if there is anything in abundance in
entrepreneurship, it is uncertainties.
Despite all the challenges we faced, I can still say with confidence that the Korda method is by
far the best method I have used thus far for teaching entrepreneurship – or any other group
of subjects, for that matter, for it is project-based, it encourages learning to learn, and it
involves authentic challenges with no ready-available back-of-the book answer.
1.9 With creativity and innovation to entrepreneurship / entrepreneurship
consortia of primary and secondary schools in Slovenia
Entrepreneurship can be done the same way in both secondary as well as primary schools. It
has been demonstrated on multiple occasions that primary school pupils are just as creative
and innovative as their secondary-school peers are, if not more. We were able to attest to this
in entrepreneurship projects organized by the Slovenian Agency for the Promotion of
Entrepreneurship, Spirit, called ‘With Creativity and Innovation to Entrepreneurship’, in short
ZUIP (Slovene – Z ustvarjalnostjo in inovativnostjo do podjetnosti).
ZUIP, which has been done throughout Slovenia for two years now, is done in consortia of one
or more secondary and one or more primary schools. The participants take part in a so-called
‘entrepreneurial week’ during which they form cross-generational teams and develop their
startup ideas in the course of a project week or, as in our case, two consecutive weekends.
In our school, Gimnazija Novo mesto, we took part in the project both years. The first year we
partnered with four and the second year with five primary schools. Both years we decided in
advance on the topic we would work on. In both cases it coincided with that year’s FLL project
topic, which was “The problems of waste” the previous school year, and “Animal friends” this
school year. We met two consecutive Fridays and Saturdays, during which we did many icebreaking and team-building exercises meant to relax the participants and get them into the
entrepreneurial mood.
Friday started off with the participants forming school teams and drawing posters connected
with the topic. The teams then rotated from one poster to another, till they had contributed
to every one of them. Then each team interpreted what they saw in the respective co-created
murals.
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Then mixed teams of students and pupils from different schools and of different ages were
created. The first icebreaker was a story-telling exercise, where the team member had to pick
three given words (person, place, activity) and create a story connected with the topic. This
was then to become the story or the entrepreneurial problem they would be resolving during
the project.
Saturday was the day when they did ‘out of the building’ activities and they were guided by
an external mentor we hired. We used the lean startup method of developing a startup idea.
The slogan was: “fall in love with the problem, not the solution.” The teams focused on
understanding the problem they were solving and who they were solving it for. This meant
they had to get out of the building and interview potential customers. Saturday ended with
each team carefully presenting their customers, their pains and wants, and what value they
desired from the solution the participants were to develop the following weekend.
The next weekend was all about prototyping, testing, failing, being depressed, pivoting,
getting it right, preparing the pitch, and pitching. The pupils and students spent a lot of time
inside the building on their prototypes, which more oft than not backfired as they discovered
they were too focused on the solution and not on their business models. In the end, when
they pitched in front of a panel of judges, the business model was what counted most.
The whole project was a highly successful one and should be studied as one of the better ways
how to enable kids to learn the entrepreneurship skills by doing rather than by being taught.
The activity, though being a lot of fun for the participants, involved lots of project and team
work, building leadership skills, coordination, and group learning. We used the lean startup
method combined with design thinking. But there is also a lot of project-based and problembased learning, and authentic learning involved. Finally, in mixed team’s younger students
learn from older ones and the younger ones contribute their unhindered creativity and
innovativeness, which teenagers seem to lose with age.
This is not to say we did not face challenges. Number one, while getting primary school
children (12 – 14 year-olds) was not a problem, encouraging high-school kids to take part was
tougher. Also, since we worked two Fridays and Saturdays in a row, preventing the
participants from quitting was quite a task, especially the first year when more than half of
them failed to show up on the final day. This year it was significantly better as we got the
parents involved. Also, while we kept stressing it was the business model the participants were
to focus on, not so much their prototypes, in the end most teams did just that – appeared in
front of the judges with a beautiful prototype but no business model. Last but not least, it is
difficult to determine whether creating mixed teams is better or whether allowing the
participants to remain in their school teams cuts it for them. While the first is better for
meeting new people and sharing ideas, it is completely useless when the teams need to do
work during the week when they are not in all in one place – and vice versa.
All in all, it is fair to say this is one of the best entrepreneurship projects in Slovenia and is
definitely worth pursuing further.
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1.10 Project Entrepreneurial thinking in HVE - Slovenia
Entrepreneurial thinking is an internal project, which is being carried out by our school, the
Higher Vocational College. The project includes the 1st year students in the programmes
economist and media production. We wanted the students to go through the process of
creativity and innovation, which is associated with the development of a business idea. At
various stages of the project, we also cooperate with representatives of the Development
Centre Novo mesto, Novo mesto Startup associations and local entrepreneurs.
First, the students acquire soft skills (empathy, cooperation, persistence, being comfortable
with failure…) in order to make it easier for them to concentrate on the customer’s problem
and develop the solutions. The emphasis is on the design thinking process - a step-by-step
approach to creative problem-solving ideas.
The students work through the concept of lean entrepreneurship. It is a method of assessing
whether a business idea is commercially attractive or not, whether a business decision is
worth it or not. It is not only the idea that is being checked; also, market reactions to the
prototype are monitored. Herewith we avoid the cost of developing a business plan, expensive
market research or even testing with a trial production.
The project is an interdisciplinary one, as the learning process includes lecturers in marketing,
business communication and graphic design.
The initial phase of designing an idea is followed by recording cornerstones with canvas
business models.
The next step is the testing of the idea, when it is necessary to make a significant shift towards
the realization of the idea. The most realistic picture of our product or service is obtained if
we get the users’ opinions. The World Wide Web offers many options that allow the execution
of testing at virtually no cost, since there is no need to make a prototype or even start test
production.
During user testing, we appear on social networks, where we represent ourselves by
publishing our idea. Facebook allows targeting its users, since they are profiled according to
gender, age, location of residence, or even according to their purchasing habits.
The key factor of publishing on social networks is the Call to Action link through which the
interested individuals come to our Landing Page. In this case, it is not yet a real web page, but
only a landing site with the most basic information about our business idea. There are various
online tools available to make a landing page, making it possible to create it at no cost and
with only basic knowledge of computer science, e.g. LaunchRock, Yola, Webley. The
importance lies in the fact that we are trying to efficaciously address the interested individuals
for submit their contact, such as e-mail address. In doing so, we pay attention to compliance
with the web site laws.
When a person confides us his/her email address, he/she also gives us permission to use
his/her contact. We create a database of addressees for testing the market and for the needs
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of building the future trade / services / corporate brand mark and recognisability, and last but
not least, also in raising funds according to the system of massive funding.
Test groups are informed by e-mail. We supply them with further detailed information about
our business idea. In implementing e-mail campaigns, we can again make use of online tools
for e-mailing newsletters: e.g. MailChimp, FlashIssue. The latter, unlike traditional e-mail
newsletters enables the designing of a completely visually perfected message that includes
multimedia elements, and hyperlinks to important contents. Most importantly, online tools
for producing e-mail newsletters in the administration account allow monitoring the
effectiveness of email campaigns.
Once ideas have been prototyped and tested, students begin to work towards one effective,
final solution — a final product that can be assessed, presented, displayed, or put to work in
their classroom or community.
Students pay attention to the corporate image. At the end, they have to face the biggest testa pitch when they introduce their ideas and defend them in front of a committee of
entrepreneurs. The committee selects and awards the best business ideas.
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2 WORKSHOPS
2.1 BUILDING A TOWER/SPAGHETTI CHALLENGE
OBJECTIVES/COMPETENCES:
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Create conditions for teamwork, raise students’ awareness of the importance of testing and
repeating - developing perseverance and patience, two important characteristics of an
entrepreneur.
METHODS OF WORK:
Students are divided into groups of 3-4. They follow the set guidelines. After the activity time
is up, the lecturer measures the height of all towers, writes the results on the board.
All groups repeat the exercise under the same conditions.
After the activity time is up, the lecturer measures the height of all towers again, writes the
results on the board beside the results of the first attempt and declares the winning team.
He also analyses students’ work (see explanation).
INSTRUCTIONS FOR ACTIVITY:
Set up a tower from the available materials. It should be as high as possible. At the top of the
tower put a marshmallow. The tower should stand on the desk and should not hang or lean
on/against anything.
After the first experiment and results’ analysis, the students repeat the exercise under the
same conditions.
TIME OF ACTIVITY: 18 minutes’ x 2
MATERIALS NEEDED:
20 pieces of spaghetti, 1 m adhesive tape, 1 m thread, 1 marshmallow, scissors, tape
measure
EVALUATION:
(evaluation through reflection)
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Besides professions such as architects and builders’ children put up the highest towers. The
lowest towers are built by the fresh graduates of business schools. Why do people in time
build lower towers? The difference is not only in their knowledge but also in the way of
work, in their approach.
Children are less burdened; they make more attempts, repairs, learn from their mistakes
(make even up to 5 towers). Older people use the “classic approach": planning, looking for
"the right" solution version (without testing).
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After repetition of the exercise the results will certainly be better (more successful will also
be the groups which will not be able to build a tower in their first attempt, the towers will be
higher, the time of building them will be shorter). Here we can see the power of repetition
and testing.
2.2 LET’S PUT OURSELVES INTO THE CUSTOMER’S SHOES
OBJECTIVES/COMPETENCES:
Understand the meaning of questions adequacy for market research, empathy, and
understanding of a customer.
METHODS OF WORK:
In groups, students prepare only one question and set it to the lecturer. All groups listen to
lecturer’s answers. Then, depending on the answers given, they prepare a proposal of a menu
(holidays) and present it to the lecturer.
The lecturer writes all suggestions for menus /holidays on the board.
INSTRUCTIONS FOR ACTIVITY:
/
TIME OF ACTIVITY: 15 minutes
MATERIALS NEEDED: /
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EVALUATION/EXPLANATION:
Did the groups really customize the menu to the lecturer’s or to their own taste? Who really
put himself into the lecturer’s shoes?
Asking good questions for market research is crucial. Good questions are those asking about
the past, about experience. We do not ask about someone’s wishes.
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2.3 DEFINING AN ENTREPRENEURIAL IDEA
OBJECTIVES/COMPETENCES:
In-depth thinking about an entrepreneurial idea.
METHODS OF WORK:
/
INSTRUCTIONS FOR ACTIVITY:
Think over and answer the questions.
1. Explain the idea in one sentence. Which challenge are you solving with your idea?
2. What are some of the goals you are trying to solve with this challenge? List your goals!
3. What constraints do you see in achieving the goal?
4. How will you measure the efficiency of the solution to your challenge?
5. Where do you see opportunities (in the immediate and wider environment) after solving
the challenge?
6. Describe your challenge in detail! Describe it so that it will be understandable to someone
who is not familiar with the situation!
7. List the facts you know in connection with your challenge.
8. List areas connected with your challenge about which you would like to know more.
9. Who are the participants who are in any way related to your challenge?
10. Where and how can you find more information about your challenge and the participants?
TIME OF ACTIVITY: 20 minutes
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MATERIALS NEEDED: /
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EVALUATION:
2.4 DESCRIPTION OF AN IDEAL CUSTOMER OR DEFINING OF TARGET POPULATION
OBJECTIVES/COMPETENCES:
In-depth thinking about the target population and precise defining of the target population,
develop a focus on the user.
METHODS OF WORK:
INSTRUCTIONS FOR ACTIVITY:
Think over and answer the questions.
An exact definition of your ideal customer is essential. A precise definition of your ideal
customer is of utmost importance from three reasons:
•
In this way, you will focus on a smaller group of people.
•
In this way, in further procedure you will prepare a promotion on places where these
people tarry.
•
In this way, you will particularly focus on solving of one problem of your customer and
not of all at once. Why is solving the (too) many of your customers’ problems
completely ineffective? Since most of us have neither the time nor the resources to
deal with marketing, with which we would address all of your customers’ problems.
This means that it is necessary to carefully explore the characteristics of customers you
address. You have to delve into their thinking and action. For this purpose, it is necessary to
define three different groups of customers at the very beginning.
Following you will find some short tasks.
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TIME OF ACTIVITY: 30 minutes
MATERIALS NEEDED: /
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TASK 1: Answers to these questions will define your customer:
1. Do you focus on consumers or companies? ________________________________
2. Precisely define your customer. Example: if he is a consumer, write down what his average
monthly income is, his average age, marital status, interests ...). In case of a company specify exactly
which activity it is, what branch this business is in, what is its average annual income, in what stage of
maturity of the company is in ...).
TASK 2: Define one key problem you are solving for your customer or company:
1. Define one key problem you are solving for a company or customer:
___________________________________________________________________
2. Enter the keywords that describe this problem in the Google search engine and write
down what is stated about this problem within the results on the first page of Google's
search engine:
____________________________________________________________________
____________________________________________________________________
TASK 3: Answer the following questions:
Why is it important that your target group, which you defined in task 1, solves their
problem?
Give 3 reasons.
3a. __________________________________
3b. __________________________________
3c. __________________________________
From the set of the key problems of your customers, stated above, select the one big
customer’s problem that you are solving with your service: ___________________________
TASK 3.a: Define one result of solving the problem:
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1. Describe one main benefit your customer will have from the solution of this problem.
(Example: a better quality of life, saving time, money ...) __________________________
________________________________________________________________________
________________________________________________________________________
2. Specify 3 factors that you can control at your customer by your solution of the problem.
(Example: state of mind, quality of life, productivity ...)
___________________________________________________________________________
_________________________________________________________
__________________________________________________________________
3. From all the above, select one result, you can control with the customer or company:
_________________________________________________________________
TASK 4: This task is extremely important for the progress of your business. Describe 3
profiles of your ideal customer:
Demographic characteristics of your customers:
Choose one name for all customers, which include the description below.
_________________________________________
Gender: _________ Age: _________ Average net monthly income: __________
Marital status: ____________________________________
Psychological characteristics of your customer:
Define 3 personal goals of your customer:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
Define 3 fears/frustrations your customer is facing:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
Define 3 objections your customer is facing:
1. ____________________________________________________
2. ____________________________________________________
3. ___________________________________________________
Identify which are the main reasons for which the customer should purchase your product/
service:
______________________________________________________
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______________________________________________________
2.5 THE IMPORTANCE OF PROTOTYPING / STORYTELLING AS A TOOL OF
MARKETING COMMUNICATION
OBJECTIVES/COMPETENCES: the importance of prototyping, the importance of a successful
presentation of an entrepreneurial idea, growing of creativity, teamwork, design thinking
METHODS OF WORK:
1. Each group member first draws a solution for the given challenge (s. bellow). Then the
groups review their ideas and develop a solution within the group.
2. The solution is presented to the neighbouring group and according to comments, they make
improvements.
3. They make a prototype with available materials.
4. Then the product / idea is presented to others with the help of a skit (2 minutes).
EXPLANATION: In one case there can be a lot of challenges and every challenge can have a lot
of solutions. There will be a notable difference between the first sketches and that what is
ultimately presented. Creativity grows with work.
In marketing communication/product presentation the designer approach storytelling plays a
very important role.
INSTRUCTIONS FOR ACTIVITY: The students are divided into groups of 3 or 4 and follow the
instructions. They have to find a solution for the given challenge.
Challenge example: Tom goes to the mountains every weekend. Since he likes eating good
food, his rucksack is full of tasty food and cutlery. For this reason, his rucksack is too heavy/too
small/too clumsy.
Suggest a solution to his problem (more specifically: design his cutlery/dishes, which will be
suitable for his hiking).
TIME OF ACTIVITY: 30 minutes
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MATERIALS NEEDED: plastic plates and glasses, plastic cutlery, aluminium foil, adhesive tape,
straws, wooden sticks, felt-tip pens, ribbon for decorating presents, paper clips, bags, paper,
…
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EVALUATION:
2.6 DESIGN THINKING
IN PROGRESS
2.7 RISK MANAGEMENT
IN PROGRESS
2.8 iWISH
OBJECTIVES/COMPETENCES:
- Development of student’s creativity and idea generation competencies.
METHODS OF WORK:
- Visual representation
- Group discussions
- Individual work
INSTRUCTIONS FOR ACTIVITY:
This exercise is designed to reinforce the idea that innovations need to solve a human problem
of some kind. First, students are asked to work individually and think of a problem or hassle
that people they know often face. The instructor can also direct the students to focus on
people with special needs (e.g., blind, elderly) or in developing nations. Then, students are
asked to form teams of three to five, discuss each of their ideas together, and decide on one
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that can best be solved with a smartphone app (“I wish a cell phone could _______”). The next
step is for them to draw a large outline of an iPhone on a page (or use one provided by the
instructor), and sketch the app interface on their iPhone drawing. Each team presents the
human problem they sought to solve and their app solution to the class.
• Note 1: Ideas in groups tend to be better if the members work individually first, then
compare notes with the rest of the team.
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• Note 2: The best innovations solve real problems.
TIME OF ACTIVITY:
25 minutes
MATERIALS NEEDED:
Pens, Paper
EVALUATION:
- Student’s motivation
- Student’s participation in the activity
- Student’s engagement in group work
- The number of new ideas delivered during the activity
2.9 THE »WALL OF FRAME/SHAME«
OBJECTIVES/COMPETENCES:
All exercises are described in order to help instructors expand students’ creative capacity and
encourage the development of innovations.
This exercise promotes the development of critical thinking skills.
METHODS OF WORK:
- Reflection - Reflection is an important process by which knowledge is developed from
experience. When reflecting, one considers an experience that has happened and tries to
understand or explain it, which often leads to insight and deep learning—or ideas to test on
new experiences. Reflection is particularly important for perplexing experiences, working
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under conditions of high uncertainty, and problem-solving. As a result, it should not be a
surprise that reflection is an integral component of entrepreneurship education and also a
way of practicing entrepreneurship.
- Class discussions
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INSTRUCTIONS FOR ACTIVITY:
The instructor (or students) find real, everyday examples of innovation from around the world
or local sources and briefly present them to the class. These can include examples of new
products designed for the “bottom of the pyramid.” Some of the best discussion stems from
“bad examples” – i.e., consumer products that the student or teacher believes may not
succeed. After introducing the item, the student/teacher passes the item around the room
and explains why they believe it will succeed or fail. The items may be purchased at a store,
or students may bring in news items about new product releases.
• Note 1: Creativity by itself is not the same as innovation, but is the foundation for innovation.
Innovations solve real problems and add value in unique ways.
• Note 2: When “bad examples” are presented, there is often an opportunity for the instructor
to turn the discussion into one focused on finding potential. The instructor may ask the group
“We know its flaws, but what may be good or promising about this idea?” This helps keep the
classroom environment positive, and helps students see and voice the potential in even
dubious new ideas.
TIME OF ACTIVITY:
30 minutes
MATERIALS NEEDED:
- realia (innovation items)
- pictures, PowerPoint presentations
EVALUATION:
- Student’s motivation
- Student’s participation in the activity
- Student’s engagement in class discussions
- The number of new ideas delivered during the activity
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2.10 PERCEPTUAL MINDS
OBJECTIVES/COMPETENCES:
- Strengthening the innovative spirit by finding the “mistakes” of the competition.
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- Development of critical thinking skills.
METHODS OF WORK:
- Group discussions
- Active learning
- Learning from mistakes
INSTRUCTIONS FOR ACTIVITY:
Perceptual maps are used in strategy sessions and by advertising agencies to illustrate visually
the rationale for a marketing strategy or to identify new product opportunities. Students form
teams of three to five, and draw X-Y axes on paper. The instructor gives the class a product
category to consider (e.g., restaurants, theatres, grocery items). The group identifies two
attributes that consumers consider important when buying that product, and label their axes
with those attributes. Next, they plot all the competitors on their map according to how they
are perceived by consumers. By looking at the open spaces, or considering new attributes or
dimensions, students may see new possibilities for products and services.
• Note: Innovations may be viewed as filling “holes” in the competitive landscape so that
customers may be better served.
TIME OF ACTIVITY:
20 minutes
MATERIALS NEEDED:
Paper, Pens
EVALUATION:
- Student’s motivation
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- Student’s participation in the activity
- Student’s engagement in group work
- The number of new ideas delivered during the activity
2.11 TWO BUCKETS
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OBJECTIVES/COMPETENCES:
All exercises are described in order to help instructors expand students’ creative capacity and
encourage the development of innovations.
- Development of student’s problem solving skills.
METHODS OF WORK:
Role play
Group discussions
Active learning
Problem oriented method
Forced association
INSTRUCTIONS FOR ACTIVITY:
Students form teams of three to five. Each team randomly chooses an index card from each
of two buckets. One set of cards has major brand names (including international brands). One
set has product categories (including developing nations’ needs). The instructor opens with
“You work for the company on the one card, and they now require you to develop a product
for them that is on the other card.” The groups are given five to seven minutes to develop the
product’s features, benefits, target audience, and perhaps promotional ideas. One
spokesperson from each team briefly presents to the class while the instructor records their
ideas on the board.
• Note: Forced association (combining disparate ideas) is a helpful and practical way to get
ideas for potential innovation, and a skill that can be developed in students.
TIME OF ACTIVITY:
20 minutes
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MATERIALS NEEDED:
Index cards
Buckets/Boxes
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EVALUATION:
- Student’s motivation
- Student’s participation in the activity
- Student’s engagement in group work
- The number of new ideas delivered during the activity
2.12 100 USERS
OBJECTIVES/COMPETENCES:
The students learn how to build on each other ideas.
Using innovative teaching methods to improve students ‘creativity and analytic way of
problem solving.
METHODS OF WORK:
Group work
Group discussions
INSTRUCTIONS FOR ACTIVITY:
This exercise is a way to warm up a group and lower their inhibitions for sharing their ideas
with others in their team. The task is simple: In ten minutes, come up with 100 uses for old
newspapers (or unused pizza boxes, or outdated computer materials).
• Note: The teams need every conceivable idea their members can offer to approach the
target number, so they learn the value of building on each other’s’ ideas and not to inhibit
ideas from others. They should be encouraged to recall this lesson when their team is asked
to develop ideas in new contexts.
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TIME OF ACTIVITY:
20 minutes
MATERIALS NEEDED:
Old newspapers
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Old pizza boxes
Old chocolate boxes
Outdated computer materials
EVALUATION:
- Student’s motivation
- Student’s participation in the activity
- Student’s engagement in group work
- The number of new ideas delivered during the activity
2.13 OUTLINING PERSONAL ORIENTATTION/MAPPING OUT STUDENTS STARTING
POINTS
OBJECTIVES/COMPETENCES:
activating...
-to entrepreneurial way of thinking
-to learn more entrepreneurial skills, own soft skills
realizing...
- the importance of personal orientation
- the importance of entrepreneurial way of thinking
- the importance of successful presentation of own entrepreneurial idea
- the importance of believing own idea
learning...
- to think outside the box, gaining new and innovative ideas, even a bit “crazy” ideas
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- creativity
- to find own starting points to entrepreneurship
METHODS OF WORK:
Active, innovating learning, orientation
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- renaming artefacts, gaining new and innovative (even a bit ”crazy”) ideas.
- thinking out of the box
- representative presentation
- convincing audience by own idea and maybe some storytelling, peer pressure
- entrepreneurial orientation
INSTRUCTIONS FOR ACTIVITY:
Each student is given a piece of foil with instruction to design it to present their personal
perception of entrepreneurism.
All products are explained to other students convincingly.
TIME OF ACTIVITY: 45minutes - example 5 minutes to design, 3 minutes for presentation per
student.
MATERIALS NEEDED: piece of foil for each student.
EVALUATION:
-students’ motivation, approaching
-students spirit of innovation and ingenuity
-students’ activation
- generated team spirit and entrepreneurial enthusiasm
2.14 SMART BRUNCH
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OBJECTIVES/COMPETENCES:
The programme aims a free form of learning and inspiring for students, with providing an
opportunity to meet real entrepreneurs in a friendly, unofficial way and listen to their “from–
me–to–you” stories. The discussion is always mentored by a professional leader, who handles
the time, the topics, questions and answers, and who is always responsible for constant
connection between speakers amongst each other and their audience.
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The focus of the discussion is always the audience: local youngsters with their local challenges
at school age life circumstances.
The talk aims to show a direct connection for students with entrepreneurs as easy to reach
average man and women from daily life. The goal is to promote entrepreneurship as an option
or opportunity for the students.
METHODS OF WORK:
The event is a dual type of event, free but has its rules of a guided, well focused, professional
talk based on story-telling within an agreed time limit. The discussion follows a list of
‘entrepreneurial (and) life’ questions.
Technical equipment is required (flipchart, pens, beamer, laptop – if needed)
Short (eg. PPT) presentation, notes as well as oral guidance and scheduling can be used.
The discussion is led by a moderator.
The talk ends up with a free buffet meal for all the participants – speakers and audience,
provided by local youngsters, students.
INSTRUCTIONS FOR ACTIVITY:
Smart Brunch is an interactive group event. This should be considered in the number of
participants. (Optimal: 10-15; not more than 50).
The Brunch event is an informal type of meeting morning or midday, and the discussion is
always coming with a snack for all. To meet freely over some sandwiches makes easier to start
talking with new people around.
A moderator has a key role. The discussion focuses on more guest speakers (entrepreneurs),
minimum 2. Optimal: 2-3.
In this way it is easier for the audience (students) to see the viciousness of lives, experiences,
approaches that can be identified in entrepreneurial careers, lives, personalities, goals and
characteristics beyond.
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TIME OF ACTIVITY:
1 – 1,5 hours plus snack time (30 min.) in the morning or midday.
MATERIALS NEEDED:
Technical equipment if needed (flipchart, pens, paper, beamer, laptop)
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List of prepared questions - notes
Gathered information about the guest speakers - notes
EVALUATION:
Direct feedback from participants (questionnaire for accompanying teachers is optional)
NOTES:
Smart Brunch is an alternative call for come together, meet and connect. This event is easy
to tailor to local needs and interests, and is a good close form of promoting and presenting
entrepreneurship and entrepreneurial way of thinking, living and working. Real examples,
role models are always the best way to get close to a topic while inspire students at the same
time. And on the top, talk over a free snack is always a joy for everyone. Good feelings, good
impressions are essential when we would like to boost future planning and show life
strategies.
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LITERATURE/SOURCES
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KOLOFON
Zbrala in uredila:
Prevod:
PARTICIPATING COUNTRIES
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Austria
Finland
Macedonia
Ekonomska šola Novo mesto, Višja strokovna šola, Slovenia
AUTHORS
Austria:
Serban Brigitta
Finland:
Macedonia:
Slovenia:
Fink Grubačević Iris
Gorenc Janez
Jeraj Simon
Košmerl Blažena
Kukman Sonja
Lekše Marija
Možic Damjana
Rot Teja
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