Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Högskolan Dalarna.ORCID iD: 0000-0003-1359-7056
2017 (English)Licentiate thesis, monograph (Other academic)
Abstract [en]

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.

Abstract [en]

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.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. , 151 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:43
Keyword [en]
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
Keyword [sv]
Ung Företagsamhet, UF-företag, Entreprenörskap, Elevföretag, Entreprenörskaps Utbildning, Entreprenöriellt Lärande, Gymnasium, Reflektion, Förmågor, Kompetenser
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-63575ISBN: 978-91-7063-820-6 (print)ISBN: 978-91-7063-915-9 (electronic)OAI: oai:DiVA.org:kau-63575DiVA: diva2:1153006
Presentation
2017-12-01, FÖ5, Högskolan Dalarna, Falun, 10:00 (English)
Opponent
Supervisors
Available from: 2017-11-10 Created: 2017-10-27 Last updated: 2017-11-10Bibliographically approved

Open Access in DiVA

fulltext(1455 kB)10 downloads
File information
File name FULLTEXT02.pdfFile size 1455 kBChecksum SHA-512
0311b801b6207bb44decf200459c5cf9c01da1a6357a66ba13cd23731b67d31edca7663e98c25ab3946bdd02ddf4b20cb250e97630dfbbcdd0a780775764f783
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Steven, Hunter Lindqvist
By organisation
Department of Educational Studies
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 10 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 96 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf