What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School

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Hunter Lindqvist, Steven,1959-Karlstads universitet,Institutionen för pedagogiska studier (from 2013),Högskolan Dalarna,Pedagogiskt arbete,Karlstads universitet, Institutionen för pedagogiska studier (författare)

What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School

BokEngelska2017

Förlag, utgivningsår, omfång ...

Karlstad :Karlstads universitet,2017
151 s.
electronicrdacarrier

Nummerbeteckningar

LIBRIS-ID:oai:DiVA.org:kau-63575
ISBN:9789170638206
ISBN:9789170639159
https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63575URI
https://urn.kb.se/resolve?urn=urn:nbn:se:du-26547URI

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Språk:engelska
Sammanfattning på:engelska &engelska

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Ämneskategori:vet swepub-contenttype
Ämneskategori:lic swepub-publicationtype

Serie

Karlstad University Studies,1403-8099 ;2017:43

Anmärkningar

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.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogiskt arbete hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogical Work hsv//eng
Junior Achievement Company Program
Junior Achievement Young Enterprise
Mini-company
Student Company
Entrepreneurship
Entrepreneurship Education
Entrepreneurial Learning
Upper Secondary School
High School
Reflection
Skills
Competencies
Ung Företagsamhet
UF-företag
Entreprenörskap
Elevföretag
Entreprenörskaps Utbildning
Entreprenöriellt Lärande
Gymnasium
Reflektion
Förmågor
Kompetenser
Pedagogiskt arbete
Educational Work
Utbildning och lärande

Biuppslag (personer, institutioner, konferenser, titlar ...)

Arnqvist, Anders,ProfessorUppsala University (preses)
Liljas, Juvas MarianneHögskolan Dalarna,Pedagogiskt arbete(Swepub:du)jml (preses)
Dal, Michael,DocentUniversity of Island (opponent)
Karlstads universitetInstitutionen för pedagogiska studier (from 2013) (creator_code:org_t)

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