An Appreciative Inquiry into Effective Entrepreneurship Education in New Zealand Schools

Abstract

Entrepreneurship education in New Zealand is an under-recognised approach to futurefocussed learning that provides students with opportunities to develop knowledge, skills and capabilities for authentic learning. This cross-curricular approach equips students for their future study or employment within a rapidly changing society. This study investigated the practice of school leaders and teachers who intentionally and effectively support entrepreneurship education in New Zealand, where there have been few studies in entrepreneurship education. Therefore in the first phase of the study, the expertise of local entrepreneurs from different backgrounds was gathered in a Delphi study, to define the perceived characteristics of effective entrepreneurship education and identify exemplary schools for further study. A consensus of participant views determined seven characteristics for effective entrepreneurship education, centred around student learning approaches. The second phase involved a multiple case study which included semi-structured interviews with school leaders and document analysis within seven New Zealand schools. The findings revealed that effective leadership of an entrepreneurship curriculum enabled resourcing and time for students’ self-directed projects that responded to issues in their local community, supported the development of teacher expertise in facilitating entrepreneurial learning in the classroom, and encouraged collaboration with local businesses, parents and alumni. Through authentic and experiential learning students developed their own agency, critical thinking, self-efficacy, more interests, understanding of current social and environmental issues, cultural awareness, and interpersonal skills for entrepreneurship. This study updates how entrepreneurship education is understood in New Zealand and provides findings that are relevant for many educational contexts.