A paper about the organization Ung Företagsamhet. / Uppsatsen behandlar elevens upplevelse av att arbeta enligt Ung Företagsamhets koncept. Använd metod: litteraturstudier och enkätundersökning.

I uppsatsen undersöks hur sex ekonomilärare på gymnasiet resonerar runt bedömningsarbetetav en rad generiska och kompetensbaserade kunskapskrav i kursen Entreprenörskap och företagande. Detta för att utreda om bedömningen bedrivs i linje med skolans styrdokumentsamt huruvida bedömningen baseras på entreprenöriella kompetenser.Lärarnas redogörelser visar att entreprenöriella kompetenser utgören central del av bedömningen och indikerar vidare att bedömningen lever upp till styrdokumentens formuleringar. Vissa skillnader identifierades mellan lärarna gällande tillvägagångssättet vilket tillskrivs det professionens friutrymme. Utöver detta visar uppsatsen att lärarna upplever kompetenskunskapskraven som enkla för eleverna att uppnå samt att utbildningskonceptet Ung Företagsamhet underlättar lärarnas bedömningsarbete.

Tidigare forskning beskriver problemen med undervisning i kursen entreprenörskap och företagande, och att de traditionella didaktiska synsätten inte är tillräckliga. Lärare måste bygga broar mellan förväntad teoretisk kunskap och praktiskt utövande för att skapa större engagemang hos eleven. Eftersom traditionella didaktiska synsätten inte är tillräckliga har jag skapat ett inspirationsrum åt eleverna, där det finns praktiska didaktiska exempel att titta på. Jag vill med denna studie ta reda på hur vi lärare i företagsekonomi kan påverka elevernas motivation och prestation, med stöd av praktiska didaktiska exempel. Den teoretiska referensramen utgår ifrån ett sociokulturellt perspektiv, och beskriver kreativitet, elaborering, pedagogiska verktyg och verktygsrum, motivation, tydliga mål samt elevens ansvar för det egna lärandet. Utifrån dessa arbetades en analysmall fram, som bildar en didaktisk triangel. I studien genomfördes nio intervjuer med elever som går kursen entreprenörskap och företagande i årskurs två på ekonomiprogrammet. I intervjuerna framkom det att de praktiska didaktiska exemplen bidrog till att höja elevernas kreativitet, motivation och prestation. De praktiska didaktiska exemplen bidrog också till att eleverna fick en fördjupad kunskap för de företagsekonomiska modeller och metoder som används. Den fördjupade kunskapen leder till att eleverna når kursmålen på ett tillfredställande sätt. Slutsatsen som dras är att de praktiska didaktiska exemplen bidrar till att bygga broar mellan förväntad teoretisk kunskap och praktiskt utövande och på så sätt få mer motiverade och engagerade elever.

Studiens syfte är att undersöka lärares upplevelse av att använda organisationen Ung Företagsamhets koncept; UF-företagande i sin undervisning. De frågeställningar som studien ska besvara är; Vilka möjligheter och utmaningar upplever lärare när de använder UF-företagande i sin undervisning? Hur resonerar lärare kring bedömning och betygsunderlag när de använder UF-företagande i sin undervisning?  För att besvara studiens frågeställningar har en kvalitativ metod med semistrukturerade intervjuer använts. Urvalet har bestått av sex lärare som har erfarenhet av att använda konceptet UF-företagande i kursen Entreprenörskap och företagande.   Resultatet visar att de främsta möjligheterna som lärarna upplever är ett välfungerande koncept, naturliga samarbeten, motiverade elever och verklighetsbaserat lärande – på riktigt. De utmaningar de upplever är tidsbegränsning, konflikthantering och att centralt innehåll inte ryms i konceptet. När lärarna resonerar kring bedömning och betygsunderlag upplever de det som en utmaning, men lyfter metoder som de upplever som framgångsrika. Lärarna använder dokumentation, sambedömning, självvärdering och teoretiska moment för att styrka sin bedömning.

<p>Abstract</p><p>The aim of this paper is to, through interviews, examine what opinions teachers connected to "Ung Företagsamhet" (Young Enterprise, UF) have on the work of UF compared to contractual and traditional learning. The reason for this is to find out if UF´s way of working is successful in a world, where the definition of knowledge constantly changes. Through qualitative interviews the views of four UF teachers are scrutinised. The results of the interviews indicate that UF works in a way, which contains both contractual and traditional learning, where both directions complement each other in different stages of the learning process.</p><p>Key words: Contractual learning, pedagogical perspective, Young Enterprise, traditional learning</p> / <p>Sammanfattning</p><p>Uppsatsens syfte är att, genom en intervjuundersökning, klarlägga vilken uppfattning lärare</p><p>inom Ung Företagsamhet (UF) har om UF:s arbetssätt jämfört med traditionell respektive entreprenöriell</p><p>undervisning. Detta för att se om UF:s arbetssätt är bra i en värld där kunskapskraven</p><p>är i ständig förändring. Metoden som valts är att genom kvalitativa intervjuer undersöka</p><p>hur fyra UF-lärare ser på arbetssättet inom UF. Resultatet visar att Ung Företagsamhet</p><p>tillämpar ett arbetssätt med både entreprenöriella och traditionella undervisningsinslag, där</p><p>båda utgör ett komplement till varandra i olika kunskapsstadier.</p>

Abstract The aim of this paper is to, through interviews, examine what opinions teachers connected to "Ung Företagsamhet" (Young Enterprise, UF) have on the work of UF compared to contractual and traditional learning. The reason for this is to find out if UF´s way of working is successful in a world, where the definition of knowledge constantly changes. Through qualitative interviews the views of four UF teachers are scrutinised. The results of the interviews indicate that UF works in a way, which contains both contractual and traditional learning, where both directions complement each other in different stages of the learning process. Key words: Contractual learning, pedagogical perspective, Young Enterprise, traditional learning / Sammanfattning Uppsatsens syfte är att, genom en intervjuundersökning, klarlägga vilken uppfattning lärare inom Ung Företagsamhet (UF) har om UF:s arbetssätt jämfört med traditionell respektive entreprenöriell undervisning. Detta för att se om UF:s arbetssätt är bra i en värld där kunskapskraven är i ständig förändring. Metoden som valts är att genom kvalitativa intervjuer undersöka hur fyra UF-lärare ser på arbetssättet inom UF. Resultatet visar att Ung Företagsamhet tillämpar ett arbetssätt med både entreprenöriella och traditionella undervisningsinslag, där båda utgör ett komplement till varandra i olika kunskapsstadier.

Syftet med denna studie är att med hjälp av Bourdieus kapitalbegrepp synliggöra hur nyanlända elever upplever de hinder och möjligheter som uppstår när eleverna arbetar med det koncept som Ung Företagsamhet har utformat samtidigt som de studerar på Språkintroduktionen. Genom semistrukturerade intervjuer har elevernas berättelser tolkats med hjälp av Bourdieus begrepp med fokus på kulturellt kapital, utbildningskapital, språkligt kapital och habitus. Studien har visat att nyanlända elever arbetar hårt med att finna sin nya identitet (habitus) eftersom de upplever att de har mycket att lära sig i sitt nya land oavsett om det handlar om det kulturella kapitalet, utbildningskapitalet eller språkliga kapitalet. Eleverna beskriver arbetet med Ung Företagsamhet med positiva termer då eleverna upplever att deras tidigare tillgångar blir användbara men också att de får en bättre inblick i det svenska samhället. / The aim of this study is, by using Bourdieu's capitalconcept, visible how newly arrived students experiencing the obstacle and opportunities that arise when the students work with the concept that Junior Achievment Program has designed while they study at the program languageintroduction. Through semi-structured interviews the students stories have been interpreted by using Bourdieu's concept with focus on cultural capital, educational capital, linguistic capital and habitus. The study has shown that newly arrived students are working hard to find their new identity (habitus) because they feel like they have a lot to learn in their new country whether it is about culture capital, educational capital or linguistic capital. Students describe their work with Junior Achievment Program only in positive terms because they feel like their previous skills become useful but also that they learn more about the Swedish country.

During the recent years the interest in entrepreneurial education has increased both in terms of research being made in the subject, but also in the extent of entrepreneurial courses in Swedish secondary schools, where as the concept Junior Achievement (JA) is particularly being used. A common goal of the entrepreneurial education is apart from teaching the students how to start and run a business, to develop the students’ entrepreneurial skills and competences. The main purpose of the essay is to describe and illustrate the role of the teacher in the entrepreneurial pedagogy being used in courses with the JA concept and to investigate which entrepreneurial skills are being developed by the students participating in these courses. There is also the purpose of investigate what the characteristics are of this entrepreneurial pedagogy being used in the courses using the JA concept. The main theoretical foundation underpinning this study is the pedagogical philosophy formulated by John Dewey and the theory of situational leadership. My study took place in a secondary school in the area ofStockholm, where the JA concept was used in economical and project work courses. Two teachers teaching on these courses were interviewed and a questionnaire survey was conducted to obtain data from the teachers’ students. The main findings from this study are that the entrepreneurial pedagogy being used in the courses with the JA concept show high similarities with the philosophy of John Dewey. The role of the teacher is to be a tutor, guiding the students through the work process, by being more directional and instructive at start, and more supportive and encouraging in the end. However, the results show that it‘s unclear if the amount of help and support the students receive from the teacher is sufficient. The entrepreneurial skills, for example communication ability and creativity are being developed the most when they are connected to economical work assignments. Regarding the cooperation ability it is unclear if the ability is being developed due to the fact that the results show that students tend to cooperate with their friends and the work load being unequally shared in the JA business.

The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills. Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects. / This thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.

The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills. Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects. / This thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.