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 on the Danish website. To find it, look under "Undervisning" in the main menu.

Youth Start Entrepreneurial Challenges was an Erasmus+ project with the purpose of developing and testing a holistic learning programme at the compulsory school level. The learning programme consists of innovative and flexible educational programmes of various lengths and intensity that strengthen entrepreneurial key competences of the students and thus increase their employability after finished school education.

The Youth Start learning programme was tested at lower and secondary school level in four countries.

Below links give you a quick overview of the contents of the learning programme and the results of the tests at two school levels (The below sections are also part of the Youth Start Handbook)

The report presents the background of the project, the research design and methodology, and the results of the tests in more than 100 schools. Among others, the report explores why the teaching programmes had the biggest impact on the older pupils, and even bigger for those with prior experience with this form of education. This confirms earlier results that pupils must meet entrepreneurship education early and several times to benefit the most from it. 

Results vary between schools and countries, but overall they demonstrate that an entrepreneurship programme of a relatively limited length has a good effect. The fact that the shorter programmes turned out so effective is a positive (although somewhat surprising) result; the short length makes them less resource demanding and therefore easier for teachers to implement in their ordinary teaching.

Youth Start Entrepreneurial Challenges was a policy project involving the education ministries of several countries. The project worked out a list of evidence-based recommendations aimed at policy makers in the education field.

This Technical Report analyses 30 examples of innovative practices of teacher professional development that have evolved as efforts to overcome the barriers and limitations that teachers face when aiming to improve and innovate their practices. This is evidence that can support education policymakers to re-think the continuous professional development of educators.

This study was undertaken on behalf of the European Commission’s Directorate-General for Education, Youth, Sport and Culture. A similar report on innovating CPD in Higher Education will be released shortly.

The Danish Foundation for Entrepreneurship has contributed especially to chapter 25 about practical entrepreneurship in vocational educations.

Research shows that new jobs are primarily created by small and newly started companies. They moreover contribute by generating more competition between companies causing the least competitive ones to leave the market. One of the benefits is that companies in the market become more efficient and increase their innovation capacity. 

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This factsheet informs us about the benefits of teaching entrepreneurship from an early age. Entrepreneurship education has a focus on non-cognitive skills, and this has a positive effect on pupils' continued school education.

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Mapping and forecasting Entrepreneurship Education on seven selected Nordic Islands

This factsheet provides interesting information about the way different role models can influence young people's career choice.

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You can measure pupils' development of confidence in their own entrepreneurial competences through self-evaluation. This factsheet gives information about different tools available.

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In this factsheet you can read that, in the short term, entrepreneurship education increases pupils' and students' desire to become entrepreneurs and, in the long term, results in an increase of actual entrepreneurs.

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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.

The Danish Foundation for Entrepreneurship 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. 

The first factsheet provides an answer to the question: Does entrepreneurship education make pupils happier about school?

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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.

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About Nordic competence goals and didactic principles for teaching entrepreneurship. The publication is aimed at teachers and practitioners, decision makers and school leaders.

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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).

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.