Labour Market Uncertainty and Career Perspectives: Competence in Entrepreneurship Courses
Nowadays entrepreneurship is high on the agenda of many countries, and the number of entrepreneurship education initiatives is growing fast. Since the beginning of the third millennium, European Union institutions (European Commission 2003, 2009, 2010, 20
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Labour Market Uncertainty and Career Perspectives: Competence in Entrepreneurship Courses Olivier Toutain and Alain Fayolle
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Introduction
Nowadays entrepreneurship is high on the agenda of many countries, and the number of entrepreneurship education initiatives is growing fast. Since the beginning of the third millennium, European Union institutions (European Commission 2003, 2009, 2010, 2013), OECD (2010) and national governments across the European Union have become increasingly involved in entrepreneurship education. The various schemes and initiatives address primarily two broad objectives, on the one hand, supporting new business start-ups and, on the other hand, developing an entrepreneurial mindset in society (and among the young in particular). For example, an international survey conducted by the European Commission shows that 87% of European higher education institutions and universities offer entrepreneurship education programmes (European Commission 2008a). Thus, expectations towards entrepreneurship are gaining momentum in Western societies and mostly revolve around two broad issues: (1) How to increase the number of start-ups in order to strengthen the creation of economic wealth and social value? (2) How to educate and train people in order (a) to foster entrepreneurial attitudes and behaviours, (b) to develop the type of skills necessary to start and develop business projects and (c) to develop adaptation mechanisms to cope with an uncertain and unpredictable world? Since the Lisbon European agreements (Convention on the Recognition of Qualifications concerning Higher Education in the European Region 1997 – enforced as of 1 February 1999) some 15 years ago, many entrepreneurship O. Toutain (*) University of Burgundy Franche-Comté, Burgundy Business School-CEREN, Dijon, France e-mail: [email protected] A. Fayolle EM Lyon Business School, Lyon, France © Springer International Publishing Switzerland 2017 M. Mulder (ed.), Competence-based Vocational and Professional Education, Technical and Vocational Education and Training: Issues, Concerns and Prospects 23, DOI 10.1007/978-3-319-41713-4_46
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education programmes have emerged (Eurydice 2012). However, empirical studies have yet to identify clearly what entrepreneurial competencies are targeted by these programmes, which leads us to ponder how these competencies are defined and, above all, who designs and teaches these entrepreneurship education programmes. Most current scientific studies concerned with entrepreneurial competencies focus on their role in business start-up and growth, and so far they have failed to yield consensual results or a coherent taxonomy of expected competencies (Mitchelmore and Rowley 2010). In the field of entrepreneurship education, teaching programmes are developed based on criteria that relate to four main questions (Fayolle and Gailly 2008): (1) What types of courses will the programme include (disciplines, contents)? (2) How will entrepreneurship be taught (pedagogical tool
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