Publications

This list contains publications in English by the Danish Foundation for Entrepreneurship. It includes analyses, project publications and factsheets. All downloads for free.

To see our Danish publications, go to the Danish website here

Our education material (Danish only) is found in the Education section - Undervisning - on the Danish site.

Youth Start Entrepreneurial Challenges is a recently completed Erasmus+ project in which the Danish Foundation for Entrepreneurship performed impact assessment.

This fact sheet is about startup companies' influence on society. Earlier research shows that jobs are primarily created by small and newly started companies. New companies moreover contribute by bringing more competition between companies causing the least competitive ones to leave the market. The important benefits are that companies in the market become more efficient and increase their innovation capacity. The effects differ depending on whether they are seen in the short, the medium, or the long term. In the long term the productivity of startup companies is higher than the productivity of established companies, also in Denmark.

Pupils should be taught entrepreneurship from an early educational level, because entrepreneurship education allows pupils to acquire non-cognitive skills, and this has a positive effect on their continued school education. It is non-cognitive skills such as for instance persistence and creativity, which are self-reinforcing and make it easier for pupils to acquire and utilise other skills, that have this positive effect. Entrepreneurship education moreover increases pupils’ school engagement and improves their marks, which will have an influence on their entire school education.

Mapping and forecasting Entrepreneurship Education on seven selected Nordic Islands

The Danish Foundation in Danish regularly publishes fact sheets that provide answers to relevant questions about entrepreneurship education. Answers are based on the Foundation's own research as well as other research in the field. In 2016, fact sheets have been published on the following four questions:

(click to download fact sheet)

Does entrepreneurship education make pupils happier about school?

Does entrepreneurship education foster more young entrepreneurs?

Can you measure the development of students' entrepreneurial skills?

How can role models influence young people to choose an entrepreneurial career?

This publication from the ICEE project (Innovation Clusters for Entrepreneurship Education) contains a survey of six recommended and validated tools for assessment of entrepreneurship education. It discusses why assessment of entrepreneurship education is important; assessment can show whether this form of education creates more entrepreneurs; it can show which elements of the teaching bring about the positive effects, as well as how and why.

The report contains an overview of eight European countries’ work to develop a national strategy for entrepreneurship education as well as an analysis of the factors that drive or hinder work on this area. Based on the experiences gathered from the countries, the report ends with recommendations about the best way in which to develop, implement and evaluate such a strategy at the national level.

About Nordic competence goals and didactic principles for teaching entrepreneurship. The competence frame is aimed at teachers and practitioners, decision makers and school leaders and seeks to bridge the gap between strategy, school management, practice and learning.

In collaboration with the Ministry of Education the Danish Foundation for Entrepreneurship completed 2013-2015 the project Entrepreneurship in Education in the Baltic Sea Region (BSR-EE). The purpose was to gather the countries around the Baltic Sea and Norway and discuss and exchange experiences and knowledge about entrepreneurship in education. The project was financed through funds under the EU Strategy for the Baltic Sea Region (EUSBSR).

The Taxonomy gathers the Foundation’s knowledge about and experience with entrepreneurship and provides perspectives on entrepreneurship education and how to practise and evaluate this form of education as a pedagogical practice.

The Taxonomy draws on the thinking behind the Progression model (2013), seeks to answer some of the questions posed there, and adds some of the Foundation's latest research knowledge.

CENTRES (Creative Entrepreneurship in Schools) was a 2-year Comenius project under EU's Lifelong Learning Programme. The project was about entrepreneurship and creativity and the focus was to establish contact and networks between schools and creative and cultural businesses. Pilot projects in schools was an essential part of the project. The project was led by British Council and involved partners from the Czech Republic, Estonia, Lithuania, Finland, Poland, Slovenia as well as the Danish Foundation for Entrepreneurship from Denmark.

(PhD dissertation)

Entrepreneurship education has spread enormously during the last decades, and today entrepreneurship is taught to numerous pupils and students in various disciplines and at different levels of education. Entrepreneurship research is, however, a heterogeneous field, and there are numerous approaches to entrepreneurship education. Little is known about the effectiveness of these approaches, and therefore the goal of this dissertation is to elucidate the effects of the different approaches on different education levels.

Report about the results of the ASTEE project (Assessment Tools and Indicators for Entrepreneurship Education).

The goal of the project was to develop and validate tools for assessing the effects of entrepreneurship education. The tools have since been further developed into an app, OctoSkills.

The progression model is the Foundation’s model for understanding how entrepreneurship education can be implemented at different levels of the education system. The progression model operates with four dimensions: Action, Creativity, Environment and Attitude, which represent a theoretical frame of understanding for the entrepreneurial and innovative aspects in different educational contexts.

"A Taxonomy in Entrepreneurship Education" (2015) draws on the thinking behind the Progression model, seeks to answer some of the questions posed here, and adds some of the Foundation's latest research knowledge.