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SINCE 1997
TRAMES cover
TRAMES. A Journal of the Humanities and Social Sciences
ISSN 1736-7514 (Electronic)
ISSN 1406-0922 (Print)
Impact Factor (2021): 0.467
PDF | DOI: 10.3176/tr.2013.4.05

Thomas Lans, Karine Oganisjana, Marge Täks, Vitaliy Popov

Although entrepreneurship education (EE) has gained popularity internationally, empirical work is scarce on the factors which influence the underlying learning process. This article presents the experiences of a European summer school where factors which contribute to entrepreneurial learning in interdisciplinary, intercultural student groups were elicited and analysed via student reflection. A total of 35 professional and scientific bachelor students from the Netherlands, Latvia and Estonia worked together in groups of five to develop initial business plans at a 10-day summer school. Heterogeneity – including disciplinary and cultural differences – contributed to learning within the groups but also caused confusion and misunderstandings in the entrepreneurship education context. Particularly the factors embracing members’ knowledge, experiences and skills, problem solving and decision making and leadership showed dynamics which appeared to be specific to the context of EE. The results contribute to a better understanding of student learning in EE settings.


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