New Entrepreneurial Knowledge and Methods of Active Teaching and Learning - Good Practice of the University of Applied Sciences Vern’, Zagreb

Podučavanje poduzetništva još uvijek je područje velikog broja rasprava koje se kreću od toga je li uopće moguće podučavati poduzetništvo pa do diskusija o najboljim pristupima učenju za poduzetništvo. U ovom radu autori zastupaju stav da je podučavanje poduzetništva moguće i poželjno, kao i da se veliki učinci u podučavanju poduzetnika mogu postići (a) vlastitim primjerom predavača (learning by being) te (b) omogućavanjem stjecanja vlastitog iskustva studenata (learning by doing). Metodološki se polazi od provjere učinkovitosti modela podučavanja poduzetništva na sve četiri razine: poduzetništvo učenjem, razumijevanjem, činjenjem te bivanjem poduzetnikom. Postavke se analiziraju na konkretnom primjeru izbornog kolegija Franšizno poslovanje i uzorku od 25 studenata. Uz pomoć prikupljenih iskustava povezivanja obrazovne institucije s poduzetničkom praksom u osobi koja podučava (istovremeno je poduzetnik i poučavatelj), ponuđeni su modeli za definiranje novih programa te utvrđene pretpostavke za pružanje učinkovitih okvira za stjecanje novih poduzetničkih znanja i vještina te predložene metode aktivnog učenja i podučavanja. Svrha je ovog rada davanje dodatnog argumenta u prilog razumijevanja potrebe korištenja iskustava najboljih praksi u izgradnji obrazovnih programa (kurikuluma, nastavnih zadataka) uz pomoć predloženih metoda aktivnog podučavanja poduzetništva s ciljem podizanja kvalitete programa učenja za poduzetništvo. Rad također daje svoj doprinos razumijevanju potrebe angažiranja predavača s iskustvom djelovanja u poduzetništvu i u nastavi.Teaching entrepreneurship is still a subject of discussions ranging from whether it is possible to teach entrepreneurship to the discussion about the best approaches to teaching entrepreneurship. In this paper the authors advocate for teaching entrepreneurship as possible and desirable effort, and that significant effects in teaching entrepreneurs can be achieved (a) by teachers’ own examples (learning by being), and (b) by facilitating the acquisition of students’ own experiences (learning by doing). Methodology is based on testing the model of the effectiveness of teaching entrepreneurship at all four levels: entrepreneurship by learning, by understanding, by doing and by being an entrepreneur. These postulates are analyzed on the example of the elective course Franchising and the sample of 25 attending students. Drawing conclusions raised from already existing experiences with linking educational institutions with entrepreneurial practices in the person of teacher (entrepreneur and instructor in the same person), this paper offers some models for definition of new programs, and sets conditions for the provision of effective framework for the acquisition of new knowledge and entrepreneurial skills, through proposed methods of active learning and teaching. The purpose of this paper is to provide an additional argument in order to understand the advantages of best known practices in building educational program (curriculum, teaching assignments). The proposed methods of active teaching and learning of entrepreneurship are tools for improving the quality of teaching and learning programs for entrepreneurship. The paper also gives a contribution to understanding the need for engaging teachers with both entrepreneurial and teaching experience