DECLARACIONES I De “LA SECRETARIA”:

Many of the appended papers outline empirical examples of value creation as educational philosophy. Table 9 summarizes these and other examples, and relates them to a classification of action-based entrepreneurial education outlined on p.24 in appended paper 5, which first appeared in the licentiate thesis preceding this doctoral thesis (Lackéus, 2013a). This classification specifies four different approaches to action-based education; the creation approach, the value creation approach, the venture creation approach and the sustainable venture creation approach. In the creation approach students get to create artifacts. In the value creation approach these artifacts are considered valuable by an external stakeholder. In the venture creation approach students are expected to organize the value creation process in a venture. In the sustainable venture creation approach the aim is to keep the venture going after the end of the education if possible. No examples are given in Table 9 from the creation approach, since they by definition would not qualify as applying the educational philosophy articulated here.

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Table 9. Different examples of value creation as formal part of education. Examples from three

different classes of action-based education according to a classification of action-based entrepreneurial education (see appended paper 5).

Entity Task Impact

Sustainable Venture Creation examples Master program at Chalmers

University with a total alumni base

of 400 former students.

Create a real-life company based on some kind of technological invention, and with intention to incorporate.

Globally acclaimed. 8:th best incubator worldwide. Powerful learning. Significant value created. 75 companies started over 18 years.

Network of Venture Creation

Programs. 20 university level programs idenitified worldwide. For a list see www.vcplist.com

Create a real-life company as part of curriculum, with intention to incorporate.

A high-profile but marginal program type. Many examples of powerful learning, some cases of significant value creation.

Venture creation examples

Team Academy started in Finland.

600 university graduates across Finland. Emulated in 7 countries.

Run a class-wide company for the duration of a 1-3 year program, then liquidate it.

Recognized for educational excellence in Finland. Powerful learning, but also some level of value created.

Junior Achievement / Young Enterprise. Reaches 10 million

students yearly in 120 countries.

Create a mini company, run it for 6-12 months, liquidate it.

The most well-studied example. Powerful learning primarily, but also value created later in life by alumni. Value creation examples

Drivhuset educational platform,

Sweden. 2000 people trained so far; students, unemployed, youths, firms.

Attend five workshops. Iterate a value proposition with external stakeholders. Final pitch with audience.

Powerful learning primarily.Value created is marginal during workshops, but later value creation is triggered, especially among participants who already run or start a company. City of Sundsvall, Sweden. 250

people trained so far. Pilot projects. Will roll-out on 130 schools.

Integration of value creation as educational philosophy in all schools across the city.

Early stage project. Significant buy-in into the educational philosophy. Main site of action research for the author. City of Varberg, Sweden. 20

teachers trained. Pilot projects on- going.

Integration of value creation as educational philosophy in all schools across the city.

Early stage project. Significant buy-in into the educational philosophy. National TV highlighted a project.

Ready Unlimited, United

Kingdom. Average 300 teachers and trainee teachers a year involved from schools across UK.

Integration of value creation as educational philosophy in professional learning and coaching for school teachers.

Teachers reporting more student engagement, higher quality learning and improved achievement. Improved connections between schools and their community/the outside world. Teachers in Karlskoga, Sweden.

Value creation example received through a survey circulated on social media.

Students of age 12 produced text and video for a local museum about Nobel.

Students learned Swedish, English in a more engaging way, and

simultaneously developed their entrepreneurial competencies. Teacher in Strängnäs, Sweden.

Value creation example received through a survey circulated on social media.

Students of age 14 contacted local hospitals to produce pearls and textile bags to children with cancer.

Students learned needle work in a more engaging way, and

simultaneously developed their entrepreneurial competencies. Teacher in Gothenburg, Sweden.

Value creation example received through a survey circulated on social media.

Students of age 15 produced and marketed a cookery book with 48 recipes in 11

languages from 22 countries.

Students learned home economics, Swedish, English and other languages, and simultaneously developed their entrepreneurial competencies. Teacher in Söderhamn, Sweden.

Value creation example emerging from study E5, see appended paper 3.

Students of age 15 working in teams to give a theater play in English every week for a year, to classmates and to others.

Students learned English in an engaging way, and simultaneously developed their entrepreneurial competencies.

Teachers in Istanbul, Turkey. Value creation example emerging from study O1.

Students of age 12-14 teach newly arrived Syrian refugees Turkish.

Students learn Turkish in an engaging way, and simultaneously develop their entrepreneurial competencies.

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6 Discussion

In this chapter we will first in section 6.1 revisit the purpose of this thesis and try to develop answers to the two research questions designed to qualify the tentatively new educational philosophy articulated in the previous chapter. Then in section 6.2 we will draw implications of these answers. Section 6.3 discusses some associated limitations and challenges. In section 6.4 we will finally discuss short-term and long-term future work.