INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION SCIENCES IN THE BALTIC STATES

1. INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION SCIENCES IN THE BALTIC STATES Dr. Julija Melnikova Klaipeda University, Klaipeda, Lithuania Dr. paed.Jeļena Zaščerinska Centre for Education and Innovation Research, Riga, Latvia Riga, Latvia

2. Outline Introduction Methods and Methodologies Theoretical Framework Research Design Findings of the Empirical Research Conclusions and Prospects for Development Riga, Latvia

3. Introduction (1) Nowadays entrepreneurship is considered to be the effective strategy for development and growth of societies since it leads to technical and innovative changes and causes economic growth as well as converts the new knowledge to modern products and services. That is very important for Lithuania as well as Latvia and Estonia, who are currently moving towards innovation driven society model. Riga, Latvia

4. Introduction (2) According to Lisbon strategy for growth and employment, the important role of higher education in promoting entrepreneurial skills is now widely recognised. However, the Baltic states still lack a clear strategy of entrepreneurship integration into educational sciences within higher education. Riga, Latvia

5. Methods and Methodologies (1) • The guidingresearch question is as follows: • What is the context in educational sciences for entrepreneurship integration within higher education? • The aim of the present scientific research is • to analyse the context in educational sciences for entrepreneurship integration within higher education underpinning • elaboration of a new research question on entrepreneurship integration into educational sciences within higher education. • The methodology of the present scientific research: • educational sciences in higher education → entrepreneurship → empirical studies in Latvia and Lithuania → elaboration of a new research question. Riga, Latvia

6. Methods and Methodologies (2) • The methodological background of the present research is based on the System-Constructivist Theory. • Application of the System-Constructivist Theory to learning introduced by Reich (Reich, 2005) emphasizes that human being’s point of view depends on the subjective aspect (Maslo, 2007): • experience plays the central role in the knowledge construction process (Maslo, 2007). Riga, Latvia

7. By educational sciences, scientific studies of different dimensions (science, technology, art, music, sport, etc) of education and training are meant. • Educational sciences in higher education are considered within study programmes such as “Teacher Logopede”, “Teacher of Pre-School Education”, “Music Pedagogy”, “Pedagogy”, etc. • Educational sciences in higher education are traditionally differentiated into bachelor, master and doctoral levels. Theoretical Framework (1) Riga, Latvia

8. Theoretical Framework (2) In a broad sense, entrepreneurship should be considered as a general attitude that can be usefully applied in all working activities and in everyday life, such as creativity and innovation (Sarri, Bakouros, Petridou, 2010). Regarding entrepreneurship as an individual’s ability, it means to turn ideas into action (European Commission, 2012: 7). It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives (European Commission, 2012: 7). Riga, Latvia

9. Theoretical Framework (3) Entrepreneurship into education sciences is integratedon three levels (Twaalfhoven et al., 2001): The “consulting” model, with the focus on establishing relationships with the local business community, whereby higher education institutions provide services for local business community. The research-oriented model, with the focus on academic research, the creation of new ideas about entrepreneurship practices, and the development of new pedagogical tools. The teaching/practice-oriented student development model, with a wide range of courses for students, business plan competitions, internships, and strong connections with active business-people to encourage students to establish spin off and start-up firms. Riga, Latvia

10. For the integration of entrepreneurship into educational sciences within higher education, context analysis has to be carried out. • Context analysis is done to develop a strategy on the integration of entrepreneurship into educational sciences within higher education (Aļeksejeva, Zaščerinskis, Zaščerinska, Andreeva, 2013: 9). • Context analysis is traditionally differentiated into • the analysis of the macro-level context, namely, the level of the European Union in the present research, • the analysis of the mezzo-level context, namely, the level of the European Union member country in the present research, • the analysis of the micro-level context, namely, the level of a study programme in the present research. Theoretical Framework (4) Riga, Latvia

11. Study Design Guiding question: What is the context in educational sciences for entrepreneurship integration within higher education in the Baltic States? The sample was composed of 2 experts in education and training in Latvia, 2 experts in education and training in Estonia, and 2 experts in education and training in Lithuania. Explorative research aimed at developing hypotheses, which can be tested for generality in following empirical studies was used in the empirical study (Mayring, 2007, 6). Interpretive research paradigm Riga, Latvia

12. Study Methodology Figure 1:Methodology of the explorative research Riga, Latvia

13. Informal interview (1) The informal interviews were conducted. The informal interviews were based on the following question: What is your opinion on the entrepreneurship presence in educational sciences within higher education of your country? Riga, Latvia

14. Results of informal interviews in Latvia (1) Participant 1stressed that education sciences are presently under pressure: on the one hand, Education sciences are particularly conservative due to their traditional mission; on the other hand, Education sciences have to equally compete with other branches of science in the fields of academic achievements, research recognition and outcomes, skills of graduates, etc. Participant 2 discussed a low level of the teachers’ direct experience in entrepreneurship. Riga, Latvia

15. Participant 3revealed that in Estonia entrepreneurship courses are missing in non-economic fields of study, and more generally inter-disciplinary approaches are rare. • Participant 4highlighted that in Estonia universities and higher education system should take steps toward changing their classic role, which was merely producing knowledge towards entrepreneurship universities, which produce knowledge and create ideas and also transfer them to action in alignment with process of local, regional and international economic development. Results of Informal Interviews in Estonia (2) Riga, Latvia

16. Results of Informal Interviews in Lithuania(3) • Participant 5assumed that in many countries entrepreneurship in non-business studies is a very new issue. In Lithuania Education sciences like many other social sciences and humanities traditionally are considered as less practical and applied. Entrepreneurship subjects and creating business on them are considered less important in spite of their strong base in developing ideas • Participant 6emphasized that Lithuania needs a coherent model of integration of entrepreneurship into Education sciences, however, the model cannot be just copied from some other EU country due to the fact that Lithuania has certain traditions in higher education that are presupposed by historical background and transition period. Riga, Latvia

17. Findings of the Empirical Study The findings of the empirical study allow concluding that the context in educational sciences for entrepreneurship integration within higher education is homogeneous in the Baltic States. The summarizing content analysis (Mayring, 2004) of the data reveals that Education sciences are particularly conservative due to their traditional mission, The Baltic States have certain traditions in higher education that are presupposed by their historical background and transition period. Riga, Latvia

18. Conclusions (1) The findings of the present empirical study allow drawing conclusions that the integration of entrepreneurship into educational sciences within higher education in the Baltic States is under-developed. The homogeneous context in educational sciences for entrepreneurship integration within higher education in the Baltic States is considered as a favourable opportunity for the equal development of educational sciences within higher education in the Baltic States. The following research questions have been put forward: Are there any similarities and differences between Estonia, Latvia and Lithuania in the integration of entrepreneurship into educational sciences within higher education? Riga, Latvia

19. Conclusions (2) Limitations of the present research: The inter-connections between educational sciences, higher education and entrepreneurshiphave been set. Another limitation is the empirical study conducted by involving the experts in education and training only. Riga, Latvia

20. Prospects for Development (1) Further research tends to implements empirical studies with participation of other groups of respondents. The search for relevant methods for evaluation of the integration of entrepreneurship into educational sciences within higher education in the Baltic Statesis proposed. And a comparative research of different countries could be carried out, too. Riga, Latvia

21. Thank you for your attention! Dr. Julija Melnikova Email: julijamelnikova@yahoo.com Dr. paed. Jelena Zascerinska Email: knezna@inbox.lv Riga, Latvia