US-China Education Review A, Mar.-Apr. 2021, Vol. 11, No. 2, 49-74 doi: 10.17265/2161-623X/2021.02.001 D D AV I D PUBLISHING

The Principals’, Teachers’, and Pupils’ Perceptions of School and Entrepreneurship Education

Auli Ojala Tampere University of Technology, Tampere, Finland; University of Tampere, Tampere, Finland

Twelve-year old Finnish school children get familiar with working life by coming to work for one day in Me & MyCity learning environment. The children practice financial, employment, and entrepreneurial skills in the miniature societies of the Me & MyCity project. In 2013, Tampere joined the Finnish Me & MyCity project, which is now also expanding to other Finnish towns. Me & MyCity societies are miniature towns with companies and public services. Pupils work in the companies of these towns for one day earning virtual salaries and functioning as mini-society’s citizens and consumers. The design of this project is to investigate Me & MyCity as a teaching method of three aspects: principals, teachers, and pupils. The research object comprised 40 schools and principals, teachers, and 220 pupils. The schools are located in Tampere and five municipalities around Tampere. The study of this project is principals’, teachers’, and pupils’ perceptions of entrepreneurship education and Me & MyCity learning environment. The theoretic frame of reference is based on phenomenal learning and Finnish Primary School Curriculum 2016 for sixth graders. The study employs Strauss’s grounded theory (GT) approach. The empirical material of study was gathered using various information acquisition methods: interviews, questionnaire, record interviews, and field diaries based on observation. According to the research findings, the principals’ SWOT analysis shows their unsure to define possibilities of the schools and entrepreneurship education, the teachers consider Me & MyCity as teaching method relevant and good for the pupils, still the teaching material is looking too theoretical. The pupils like to visit Me & MyCity and like to work in the profession they had chosen.

Keywords: Finnish Primary School Curriculum (POPS 2016), working skills, phenomenon-based learning, computer-aided learning, entrepreneurship education, teaching method

Introduction Pirkanmaa has about 500,000 inhabitants, with the center being Tampere, which has about 240,000 inhabitants. The pupil learning environment Me & MyCity Pirkanmaa is placed in this frame of reference. Pirkanmaa needs more small and medium-sized companies, and above all, growth companies, because unemployment has risen at a record pace. According to the final report on entrepreneurship education published by the European Commission (2013), the whole of Europe has not recovered from the economic downturn of 2008 in the desired time. As a medicine, the report proposes promoting and enhancing entrepreneurship education in schools and universities. Today, the same drug is also suitable for the treatment of the COVID-19

Auli Ojala, PhD., Institute of Business Information Management, Tampere University of Technology; Lic. of Ed., Faculty of Education and Culture, University of Tampere.

50 PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION pandemic, which is shaking the entire world economy (Liquori & Winkler, 2020; Liquori et al., 2018; Ratten, 2020). The owners of F-Secure and Supercell in Finland have responded to this challenge by donating EUR 6 million to entrepreneurship education in schools. At the heart of all, this is European education and economic policy, which calls for the European Union (EU) to become the most competitive and dynamic knowledge-based economy in the world, capable of sustaining economic growth and creating new innovative jobs (European Commission, 2000). Me & MyCity Pirkanmaa is located in this frame of reference. Me & MyCity Pirkanmaa Me & MyCity is a learning entity for society, working life, and entrepreneurship aimed at the sixth grades of comprehensive school. The visit to Me & MyCity is preceded by a course of about 10 lessons and a complementary visit to the visual village of Me & MyCity. Me & MyCity day is led by educational material on economic issues based on the primary school curriculum. The teaching material covered the following issues: private and public services, job search, various companies, taxes, banking, financial accounting, advertising and customer service, and sustainable development. Me & MyCity operates in 13 locations and reaches 80% of sixth graders in Finland. Every school year, about 50,000 pupils visit Me & MyCity. The concept Me & MyCity is funded by the Ministry of Education and Culture, foundations, private partners, and municipalities. In Finland, there is a regional virtual city, Me & MyCity in Espoo, Helsinki-Vantaa, Turku, Pirkanmaa (Tampere), Jyväskylä, and Northern Ostrobothnia (Vaasa-Seinäjoki), as well as in Kuopio, Oulun, and South-Eastern Finland (Lappeenranta and Lahti). The research of Me & MyCity Pirkanmaa has 16 different business and public service premises as well as City Hall. The learners work in a mobile Me & MyCity built of cardboard elements for the day in the profession he has chosen. The themes of the lessons and the assignments made by the learners in the workbook help the learner to perceive their role in Me & MyCity as an employee and consumer. For his work, he receives a virtual salary and acts as a consumer and citizen as part of society. Me & MyCity employs about 70 pupils at a time and is supervised also by tutors. Tutors are pupils of a secondary school. The pupil group participates in Me & MyCity Day on a pre-arranged day from 9.30 am to 2 pm. Before visiting Me & MyCity, the pupils complete a 10-hour study unit consisting of financial matters. Teacher training and orientation to Me & MyCity takes place with a few hours of guidance. The following video gives an idea of Me & Mycity (Retrieved from https://www.youtube.com/watch?v=9cenCiJ3gVI). Theoretical Background of Me & MyCity The research framework is based on the Finnish Current Primary School Curricula (POPS, 2016, see Figure 2). At the school level, curriculum work is led by the school principal. Curriculum work is guided by the Basic Education Act and Government Decree 422/2012. The principal in his/her own school implements the implementation of the curriculum. The principal performs demanding management work in an expert organization and has a strong knowledge base in his/her work and plays a key role in the development of the school. In large schools, responsibilities are shared in the so-called through shared leadership. The principal’s role includes pedagogical leadership and general administration management, which in turn includes many different areas. In addition to personnel matters, the principal’s duties at the school level include those related to the organization of teaching, such as curriculum work and annual work planning, as well as the pedagogical competence management of personnel. Managing the principal’s competence is important, because the

PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION 51 principal needs to know what kind of competence is in the school organization and how it is utilized in the school’s management strategy. Competence management is an important part of strategic personnel management and building the future (Hyrkäs, 2009). Human capital, on the other hand, is the basis of intangible capital and strengthening competence is the cornerstone of lifelong learning. Competence can be strengthened with competence surveys, which is an important tool for staff development, which can be used to map the general level of competence and to determine strengths and areas for development at both individual and organizational level (e.g., Juusenaho, 2004; Paukkuri, 2015; Koivuniemi, 2004; Juuti, 2021; Ahonen, 2008). Of the above, Juusenaho (2004) has addressed the differences in primary school leadership from a gendered perspective and Paukkuri (2015) shared leadership at the European level in schools. School management differs from the management of other public organizations, anchored in the reality of education and its moral basis. It is the management of processes that support growth and learning (Rajakaltio, 2011). SWOT analysis is an important strategy tool. It is a four-field approach developed by a group led by Albert Humphrey that is used to formulate strategy and identify learning and problems. It includes an analysis of the strengths, weaknesses, threats, and opportunities of an organization or project (Lindroos & Lohivesi, 2010, p. 219). SWOT analysis is an important tool for analyzing workplace learning and the operating environment as a whole. The results of a SWOT analysis can be contradictory, as the same things can manifest as weaknesses and strengths and opportunities and threats. This discrepancy can be avoided by using several SWOT tables in parallel. On the basis of a ready-made and clearly structured SWOT analysis, conclusions can be drawn that can be used to turn the assessed weaknesses into strengths and future threats into opportunities. The final result of the analysis is a comprehensive one covering the present and the future (Lindroos & Lohivesi, 2010, p. 220). Me & MyCity, on the other hand, has been studied quite a bit. Some theses about Me & MyCity have been done, for example, by Lindholm (2017) and Roine (2013). Prof. Kalmi at the University of Vaasa has studied how Me & MyCity supports pupils’ understanding of financial issues. The study concludes that the understanding of financial skills was significantly improved by 17% for those pupils who had participated in Me & MyCity learning method and all t-values are statistically significant at 1% level. The result was obtained by measuring the pupils’ knowledge level before and after visiting Me & MyCity learning environment. The University of Vaasa collected research material from 46 schools in Helsinki, Joensuu, Kuopio, Mikkeli, and Seinäjoki in 2014-2015. Nine hundred and two pupils responded to the final survey (Kalmi, 2016, see Appendix). Teaching economics is already needed in primary school, as the extensive study of the Economics and Youth TAT Report (2019) stated that both pupils and teachers need more teaching of economics in primary school. The reason for this is the explosive growth of quick pips of young people. Current curricula present a concept of learning, in which the key issues are the pupil’s active role in their own learning, interaction, and doing together, positive experiences support of motivation, learning to learn skills, and self-direction and its support. Extensive knowledge in Figure 1 (POPS, 2016) refers to the totality of attitudes and will of the values of knowledge and skills. Competence refers to the ability to use knowledge and skills as required by the situation. The need for broad-based expertise arises from the changes in the world around us, and there are a total of seven areas of expertise. Broad-based competences have commonalities and aim to support learner growth, promote membership of a democratic society and competences that require a

52 PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION sustainable lifestyle. It is especially important that the learner recognizes his/her own strengths and opportunities for development (POPS, 2016).

Entrepreneurship education = content of learning Experiental learning = concept of learning

School B)

A) 10 lessons Me & MyCity = economic and working life

simulation (curriculum)

C) Reflection of one day visit to Me & MyCity

Working Life Skills

Figure 1. The course of the research.

In Finland, phenomenon learning and its related concept multi-disciplinary learning entity (see Figure 2) were highlighted in the National Board of Education’s Curriculum in 2016. The multi-disciplinary learning entity has been justified by, for example, motivation, creating a community culture, and working life needs. A multi-disciplinary learning entity means learning in which broad thematic entities are outlined across subject boundaries and things are explained by combining different subjects. One of the goals of phenomenal learning is to develop creativity, critical thinking, problem-solving, and to empower pupils to develop and learn the 21st century technological skills they need in the surrounding society and working life. In phenomenon-based, constructivist learning, the pupil is seen as an active knowledge producer, where existing knowledge builds on already existing knowledge and knowledge is strengthened in the social context and experiential learning. Through different teaching methods, teamwork and learning together, the pupil develops social skills. In this self-directed, exploratory learning, the pupil learns new ways of thinking in addition to new knowledge. Learning together promotes pupils’ creative and critical thinking and problem-solving skills as well as their ability to understand different perspectives. It also supports pupils’ items of interest enlargement. Learning is diverse and tied to the subject, time, and place to be learned. The development of learning to learn skills is the basis for goal-oriented and lifelong learning (POPS, 2016, p. 17). Luukkainen and Wuorinen (2002, pp. 161-163) highlighted the concept of entrepreneurial learning. Entrepreneurial learning is learning that works in a social context to reach opportunities, generate, organize,

PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION 53 and manage new projects (Rae, 2005, p. 4). In the traditional way of learning the pupil learns only from the teacher, in the entrepreneurial way of learning pupils learn from each other. Learning takes place through discussions and debates and mistakes, and learning involves testing discovery and one’s own experiments. Entrepreneurial learning supports the pupil’s ideation and the pupil’s self-direction and the pupil’s key role as a learner. These materials are also present in the current basic education curriculum. Kolb’s (1984) experiential learning is seen as a circular cycle and includes unconscious and conscious understanding, as well as four related topics that emphasize learning in different ways. These four groups are direct personal experience, for example, brainstorming or a learning diary and critical contemplative observation can be used as a teaching method. In the abstract conceptual phase, theories and models structure personal experience, and teaching, group work, or reading can be used as teaching methods. The active model is an experimental activity model tested model and the knowledge is applied in practice through case studies, role-plays, exercises, and on-the-job learning. The phase of active activities can also take place in the form of a project, where the material to be studied is tested outside a formal learning situation. Kolb’s cyclical learning model is suitable as a model for entrepreneurship education, because it highlights learning to learn, the pupil’s experiences and the uncertainty of experiences (Kupias, 2001, pp. 20 & 16-25; Leppilampi & Piekkari, 1998, pp. 9-11; Hakkarainen, Bollström-Huttunen, Pyysalo, & Lonka, 2005; Rasinkangas, 2005, pp. 40-42; Autio, 2006; Seikkula-Leino, 2007, p. 31; Blender, Dreisler, & Kjedsen, 2006, p. 101). The figure above shows the course of the study. First, in class, 10 lessons are taught in economics according to the curriculum and then the things learned are practiced in a business village.

Extensive Competence in Curricula The curriculum is difficult to define at a general level, because it depends on the perspective from which it is viewed. Overall, it is an entity through which the pupil learns skills and knowledge. The experiential nature of learning is also related to this. Existing aids, such as the development of information technology, also guide the development of the curriculum (Marsh, 2004, pp. 4-7; Autio, 2014). The broad-based competence is divided in the curriculum (POPS, 2016, pp. 20-24) into seven different blocks. Thinking and learning create the basis for the development of competence. An important role of the teacher is to encourage the learner to be self-confident and critical of knowledge and to guide the learner in independent knowledge acquisition and to encourage the learner to create new knowledge through play, experimental and playful practices, and teaching methods. Each learner is guided to identify their own way of learning and to develop their learning strategies, so that they provide a basis for postgraduate study and lifelong learning. Cultural competence and interaction emphasizes the pupils’ interaction skills in a multi-cultural society. The pupil grows into a world where he/she is encouraged to use a variety of languages, mathematical symbols, images, and other visual expressions and as means of expressing interaction. Good interaction skills and diverse use of language and good manners are therefore important in interaction (POPS, 2016, pp. 20-24). Self-care and everyday skills covering, e.g., technological skills are part of important everyday coping skills. Pupils need guidance on making sensible technological choices, guidance on how to act as a consumer, a critical look at advertising and knowing their own rights. They are guided to frugality and sustainable lifestyle choices and practices (POPS, 2016, pp. 20-24). Multi-literacy refers to the interpretation and production of texts and valuing skills that help pupils understand the diverse forms of cultural communication and build their own identity. Texts as used herein refer

54 PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION to information expressed through verbal, pictorial, auditory, numerical, and kinesthetic symbol systems. Texts are interpreted and produced in written, spoken, printed, audiovisual, or digital form. Pupils need multi-lingual skills to be able to interpret the world around them and perceive its cultural diversity. Multi-literacy means that the pupil acquires, combines, modifies, presents, and evaluates information. Multi-literacy is developed in all subjects, and teaching examines texts that are relevant to pupils, enabling them to use their own strengths in learning and use them to participate and influence (POPS, 2016).

Figure 2. Extensive competence of the comprehensive school curriculum 2016 (Source: Ojala, 2021, based on POPS, 2016, pp. 20-24).

Information and communications technology (ICT) skills are an important civic skill and are in themselves part of multi-lingualism. In primary education, care is taken to ensure that all pupils have the opportunity to develop ICT skills at all grade levels in primary school. ICT is being developed in four main areas (POPS, 2016, pp. 20-24):

PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION 55

1. Pupils are instructed to understand the use of ICT in the production of their own outputs; 2. Pupils are instructed to use ICT responsibly, safely, and ergonomically; 3. Pupils are instructed to use ICT in information management and research and creative work; 4. Pupils gain experience and practice by using ICT in interaction, networking, and international activities. Working life-skills and entrepreneurship in the section on working life-occupations, the nature of work is changing with technological development and globalization. In basic education, pupils must acquire general skills that promote interest and a positive attitude towards working life. It is important pupils to gain experiences that help them realize the importance of work and entrepreneurship, the opportunity for entrepreneurship, and their own responsibility as a member of the work community and society. School work is organized in such a way that pupils can increase their knowledge of working life, learn an entrepreneurial way of working, and realize the importance of the skills acquired at school and in their free time for their own career. Group-work, project-work, and networking are learned in schoolwork. In functional study situations, pupils can learn to plan work processes, make hypotheses, and try different alternatives, as well as draw conclusions. Pupils are encouraged to be open to new opportunities, to identify their professional interests from their own point of view, and to be aware of the impact of traditional gender-half-role models on career choice (POPS, 2016, pp. 20-25). The section on participation, influence and building a sustainable future emphasizes participation in social activities. This is a basic condition for democracy. Through participation and influence, the pupil learns skills and responsibility only through practice. The school community provides a safe framework for this. In this way, basic education creates a knowledge base for the growth of pupils into responsible citizens who exercise democratic rights and freedoms responsibly. In basic education, the conditions are created for the pupil’s interest in the issues of the school community and society. They gain knowledge and experience of the system of civil society participation and influence and the means of working outside school. Pupils learn to evaluate the impact of media and use its potential. They learn to work together and get opportunities to practice negotiation, mediation, and conflict resolution (POPS, 2016, pp. 20-25).

Entrepreneurship Education Based on the Pupil’s Need Me & MyCity as a learning environment is understood here as a teaching method. The teaching method is the way of teaching and working. It activates and motivates the pupil. A successful teaching method depends on the level, motivation and habits of the trainees. A skilled teacher can use several teaching methods in his/her teaching and thus increase the motivation and learning of learners (Vuorinen, 2001, p. 11). Experiential and functional ways of working, as well as the use of different senses and movement, increase the vitality of learning and strengthen motivation. Motivation is also strengthened by ways of working that support self-direction (POPS, 2016). Teaching methods should activate the common learning process. In this method, the actual Me & MyCity Day theory part and the pupils’ introduction to the concept of Me & MyCity learning environment are taught in Me & MyCity lessons in class. The actual working life skills training then takes place in Me & MyCity (POPS, 2016, pp. 20-24). Entrepreneurship education first appears in primary school curricula as early as 1994. In the 2004 Basic Education Curricula, entrepreneurship education emphasized the pupil’s active role in learning (Lehtonen et al. 2004; POPS, 2016). Perceptions that support learning form the psychological basis of the learning environment and are inextricably linked to knowledge and the interest in knowledge: How knowledge is used and acquired and how it is analyzed (Lehtonen et al., 2004). Epistemology or information theory examines the nature of

56 PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION information and also answers the question of how a researcher thinks he/she is receiving information. Mapping values is related to the aspect of ontology that explores what kind of perceptions of being exist. Ontological constructivism is close to the assumption that there is not just one reality in the world but that it appears different to different people (Guba & Lincoln, 1994, p. 109). Entrepreneurship and related education and upbringing are different in different countries and cultures. However, entrepreneurship and entrepreneurial activity are relatively similar in different environments. In previous studies, it can be stated that entrepreneurship education is an ambiguous term and its definition is difficult (Korhonen, 2012; Ristimäki, 2011; Katz, 2003; Komulainen & Räty, 2012; Matley, 2005, 2006, 2008; Rae, 2005, 2001, 2012; von Graevenitz, Harhoff, & Weber, 2010). A clear definition and understanding of entrepreneurship education has been hampered by partial, conceptual, and contextual confusion, non-theory (Fayolle, 2013), and fragmentation. Entrepreneurship education and entrepreneurial learning have been defined with many different definitions, in broader and narrower versions, mainly in a business environment. Jones and English (2004) defined entrepreneurship education as skills that can be taught and qualities that enable learners to previous research has shown that entrepreneurship education is an ambiguous term and its definition is difficult (Korhonen, 2012, Ristimäki, 2011; Komulainen & Räty, 2012) by researchers (e.g., Fayolle, 2013; Higgins & Galloway, 2014; Liquori et al., 2018; Matley, 2005; von Graevenitz, Harhoff, & Weber, 2010). A clear definition and understanding of entrepreneurship education have been hampered by partial, conceptual, and contextual confusion, non-theory (Fayolle, 2013), and fragmentation. Entrepreneurship education and entrepreneurial learning have been defined with many different definitions in broader and narrower versions, mainly in a business environment. Jones and English (2004) defined entrepreneurship education as skills that can be taught and as qualities that enable learners to develop new and innovative plans. Hytti et al. (2002) see the goals of entrepreneurship education as understanding entrepreneurship, being an entrepreneur and acting as an entrepreneur (Neck & Corbet, 2018; Ruskovaara, 2014). However, entrepreneurship education as a concept is challenging, combining various interpretations of the concept of entrepreneurship and education (Kyrö, 2006). In the European research literature, the term “entrepreneurial” is used to refer to entrepreneurial activity in the context of business, while the terms “enterprise” and “Enterprising” describe entrepreneurial or entrepreneurial activity in any environment (Kyrö 2006, Mylläri & Seikkula-Leino, 2008). Kyrö (2006) therefore suggests that entrepreneurship education be used as the main concept and entrepreneurial learning and teaching as its sub-concepts. Despite its challenge, many definitions of entrepreneurship Remes, for his part (2003), writes about self-employment, which is always associated with the individual. Through education, voluntary entrepreneurship can be taught already in primary school and even in early childhood education, for example, by strengthening factors related to the learners’ self-esteem and motivation, creativity, and risk-taking ability. Education has several commonly accepted characteristics, such as the identification of opportunities. Today, the development of entrepreneurship education has gradually shifted away from a strictly business and management-focused focus towards a multi-disciplinary approach that brings together different study programs, towards entrepreneurial education based on learner needs, holistic learning (POPS, 2016). It encompasses the natural sciences, technology, as well as the humanities (Wilson, 2008; Heinonen, Hytti, & Tiikkala, 2011). This enables more use of learning challenges and new ways of learning in the learning process, in personalization of learning, utilization of technological applications and simulators in the learning process and, for example, the use of pupils’ smartphones in learning. The implementation of entrepreneurship education

PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION 57 should include, for example, community, problem-solving, learning from mistakes, team learning, project work, learning by doing, learning diaries, pedagogical drama, training entrepreneurship, as well as getting to know working life and company visits (Seikkula-Leino, 2007, pp. 35-37; Seikkula-Leino, Ruskovaara, Ikävalko, Mattila, & Rytkölä, 2020, pp. 117-127; POPS, 2016). According to Gibb (2005; 2006), the pedagogy used in entrepreneurship education should be based on the active role of learners in the learning process and thus favor non-traditional learning methods. In its broad definition of entrepreneurship education, the European Commission (2016, p. 3) sees entrepreneurship education as an educational measure to develop doctrinally responsible, enterprising individuals, and who have the skills, knowledge, and attitudes necessary to achieve the goals they have set for themselves and thus live a full life. This broad definition of entrepreneurship education is applied in this study. This definition emphasizes educativeness responsibility and the use of new technological aids in the learning process. In the modified figure, three pupils’ voluntary entrepreneurship starts with a belief in their own abilities and strengths (POPS, 2016). Knowing one’s own strengths is also emphasized in the basic education curriculum (POPS, 2016). The pupil tests his/her strengths in an enriching learning environment in school or outside the school in a learning environment. The latter is based on a report from the European Commission (2010). It says entrepreneurship education should be integrated into all curricula (POPS, 2016, see Figure 2). Teaching methods should support the role of the teacher as a coach and learning environments should change to move from classrooms to real learning environments. Growth in community and inclusion takes place in the school or in the learning and working environment outside the school. Entrepreneurship education aims to support the growth of pupils into full members of society in basic education (POPS, 2016, pp. 20-24; European Commission, 2016, p. 3). This is reflected in the curriculum POPS 2016 (see Figure 2), for example, as self-care and everyday skills as well as working life skills.

Pupil’s voluntary entrepreneurship and intern entrepreneurship

The pupil’s experiences of being able to influence his/her own life and skills and also to believe in his/her own abilities

Opportunity for creative and enterprising activities in an enriching learning environment

Community, growing together for learning and inclusion in a safe learning environment

Figure 3. Entrepreneurship education based on the needs of the pupil (Source: adapted by Ojala, Lehkonen and Lehtonen, 2006).

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On the other hand, teachers have been too afraid of entrepreneurship and entrepreneurship education when it comes to its negative phenomena: excessive competition, the pursuit of profit, and even discrimination. In the learning environment for pupils in Me & MyCity—Learning environment, the pursuit of profit is learned through tasks and games. The concepts of public and private service, starting a business, taxes, and the importance of taxes as a source of money for a welfare society are covered in the lesson in the lesson before the visit to Me & MyCity learning environment. Job search the companies in Me & MyCity are taught in a lesson. The above supports self-assessment in finding the pupil’s own strengths and is part of the pupil’s future-oriented activities (POPS, 2016, pp. 20-24.) The pedagogical applications of entrepreneurship education arise from practical pedagogy, which is emphasized in Me & MyCity teaching method. However, it must be problematically assessed as a method of learning and teaching. Research Object The research target is Me & MyCity Pirkanmaa and a total of 40 schools, principals, and teachers and 220 pupils are involved in the research. Five of the schools are located in the vicinity of Tampere: Orivesi, Nokia, Ylöjärvi, Kangasala, Vesilahti, and Pirkkala. The neighboring municipalities have been included, because in Tampere the curriculum is made regionally and Me & MyCity Pirkanmaa includes schools in the neighboring municipalities. The research material was collected in 2013-2016 and the additional material in 2019. The ethical aspect of the research has been taken into account in such a way that the parents of the pupils have written permission to conduct a research interview. The theme interviews have been recorded and transcribed. Observations and learning diaries have been used in the analysis of the research object. The interviews lasted about an hour for the principals and at least half an hour for the pupil as a group interview of five pupils. About 50% of the pupils were girls and 50% were boys. The concept here means the teacher’s and the pupil’s views on Me & MyCity teaching method. The interviews were carried out as thematic areas. The thematic headings follow the reporting of the results. Research Task The research task is to describe Me & MyCity Pirkanmaa learning environment from three perspectives: principals, teachers, and pupils. 1. How do principals understand the threats and opportunities of the school and how they understand the change in the school’s operating environment and entrepreneurship education? 2. How do teachers perceive entrepreneurship education and how do teachers and pupils perceive Me & MyCity as a teaching method? Research Analysis The research problems are approached with an interview form and a qualitatively grounded research approach in accordance with the Straussian trend. In addition, principals are asked about a SWOT analysis developed by Ken Andrews of Harvard Business School in the mid-1960s, which has been developed to support strategic management (Porter, 1980; Zack, 1999). SWOT analysis is an important tool in analyzing workplace learning and the operating environment as a whole. SWOT analysis can be used to guide the process and identify transfers of good practice in workplace learning. Strengths and weaknesses are internal factors of the organization and opportunities and threats are external factors of the organization (Retrieved from http://www.oph.fi publications _and instructions_/quality management_support/). Other qualitative methods include discussion analysis, bibliographic analysis,

PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION 59 ethnography, sociolinguistic analysis, and phenomenology. Tesch (1990, pp. 72-73) has classified 26 qualitative studies into four main areas. What these qualitative materials classified by Tesch (1990) have in common is the construction of a theory. An example is grounded theory (GT). Central to Glaser’s and Strauss’s (1967) philosophical discussion of science is the creation of theory, which is very practical. The GT approach can be linked to a set of research trends characterized by the discovery of regularities, the categorization of elements, and the interpretation and explanation of the relationships between them. The present research is based mainly on the work of Glaser and Strauss (1967) and is based on the Straussian orientation, and the Straussian school enables the study problem to be studied existing bringing ready-made categories derived from theory into the analysis process (see Glaser & Strauss, 1967; Glaser, 1992, pp. 16-17 & 102; Lowe, 1996, p. 2). When assessing the reliability of the study, the study partly uses the reliability analysis of the Strauss and Corbin schools (Tynjälä, 1991, 1999; Alasuutari, 2004). The research method of the research lies in the middle ground between a deductive and an inductive approach and is abductive in nature. Abductive thinking requires the researcher to have a clue to the phenomenon under study. As an interest and methodological choice of knowledge, the abductive method approaches more practical, critical, and intuitive knowledge interests and ranks between inductive and deductive (see Kyrö, 2004, p. 66; Hirsijärvi & Hurme, 2001; Alasuutari, 1999).

Brief Example of Research Coding Samples and Analysis The coding of the study is based on the Straussian school’s view of three different coding levels: open-coding, axial-coding, and selective-coding. The study first modifies qualitative data through meanings, empirical indicators. This is called “open-coding.” Glaser and Srauss (1967, pp. 101-102) called this a test of assumption. Strengths of the school: Yes, it is that “the recruitments have been successful.” Yes, that is the strength of our school. In the special school (handicapped pupils), we have our own personal curricula. The same person-municipality. Established for years. That is our strength …. it. Weaknesses of the school: We have “barracks in the yard. Lack of space.” Our school is a terribly “big unit.” Indoor air problems are a weakness. “The teacher is exhausted.” We “have challenging” pupil material. We are addicted to pressure pupils, because there are few children in the center. This is followed by an axial coding. As a result of the empirical observation, the aim is to gain new perspectives on the already chosen approach angle. This step can be called coding of pre-selected categories. The pre-selected core categories of this study follow the approach of the study: school management, Me & MyCity as a teaching method and pupils’ experiences of Me & MyCity. In addition, the core categories have subcategories with coding references. The subcategories are formed in such a way that they are closely related to the main categories and research problems. In axial coding, the similarities, differences, and degrees of difference of the indicators are coded by using continuous comparison. New properties are created for the pre-named categories and their closely related subcategories until the saturation point is reached. That means they bring nothing new to the category. GT (Strauss & Corbin, 1990) does not prohibit the use of previous research in theoretical sampling. The analysis aims to verify the resulting hypotheses and to understand the relationships and explanations between the concepts through the research material (Strauss & Corbin, 1994, p. 274). The purpose of GT is to create a theory that explains the phenomenon under study and that is relevant and relevant to the problems involved. The theory is created around the core categories.

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After the axial-coding process, selective coding can be switched. Selective coding is the process of selecting a core category, in which the description of a phenomenon is moved to a conceptual level. The core category explores several important roles in creating a theory. The core categories are selected as a key phenomenon to which other categories can be associated. These core categories are school management, Me & MyCity as a teaching method and pupils’ experiences of business village. The study examines Me & MyCity through three observation units. The maturation of the categories is promoted by theoretical sampling. Theoretical sampling provides a continuous direction for research, as previous research and literature on the subject can be used in research. The relation of other categories to the core category is done through a paradigm: circumstances, context, strategies, and consequences (Strauss & Corbin, 1990, p. 124).

Research Results The principal leads the curriculum work in his/her own school. The SWOT analysis includes categories of strengths, weaknesses, threats, and opportunities. It can be used to support competence management and strategic management. In the interview, the principals stated that the strengths are the competent staff and motivated staff, good pupil care and team organization. The key to develop the quality of basic education is the staff and staff skills and how they are managed (Retrieved from http://www.oph.fiproducts_and instructions_/quality management_support; Misukka, 2014).

T3: Yes, our strength is that the recruitments have been successful. Our school is a real uniform school from first grade to ninth grade. Everyone lives near the school. We have a math class and a wide-range of languages and we have varied and open-minded teaching.

The strength was also seen in the fact that in the special school, everyone had their own personal curricula and the pupil have good socio-economic status. The school has 52 electives and is committed to a culture of action. High school teachers say they know match better (T5). According to the SWOT analysis and weaknesses, in turn, are a list of negative factors about learning in the workplace, such as poor contacts in working life and a lack of qualified staff. The weakness of the school was seen as challenging pupil material, as teachers’ exhaustion and indoor air problems. Homes are broken, and we will be completely confused about how to act. The financial situation and the school network discussion were also seen as difficult in the interview. Pupils with an immigrant background had difficulty learning the Finnish language, but they were decent in their behavior. Solutions from the administration, pupil deprivation, and overcrowding were seen as threats in the school. A weakness was also the new curriculum, with a lot of big difficult things in its content and structures. The opportunity of ICT skills are not yet sufficiently utilized (POPS, 2016). To integrate subject teachers and classroom teachers into the same school culture was seen difficult (Retrieved from http://www.oph.fiproducts_and instructions_/quality management_support., Rajakaltio, 2011).

T10: Very big unit, 90 subordinates and 110 people at work. We have challenging pupil material. Lots of supporters. Poor socio-economic status. Immigrants 20%, no core family thinking. Although immigrants demand a lot of support for learning the Finnish language, their behavior is OK. How to get a big ship to turn into a unitary school with 50 classroom teachers and 50 subject teachers?

Critical expression of one principal from a modern school:

The school is lagging behind in social development. No action this day. Tools for thinking and new ways of working are needed. The school world is conservative.

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One of the principals complained: “Exploratory learning has disappeared.” Exploratory and problem-based learning is also supported by the current curriculum. Pupils are instructed to use ICT in information management and research and creative work (POPS, 2016). On the other hand, the structure of basic education is being developed.

T17: Content is difficult, can’t stand. There are a lot of good structures and contents in the new POPS 2016.

Threats, in turn, are a list of threats related to learning in the workplace, e.g., poor working atmosphere, loss of contact with partners, outdated technology, and unmotivated staff. In the SWOT analysis, the principals saw the threat of school closure and the downsizing of the school network as a threat (Retrieved from http://www.oph.fiproducts_and instructions_/quality management_ support).

T13: I don’t think our school will be closed. A drop in the number of pupils is, of course, a threat. The facilities are in poor condition.

Opportunities describe the list for learning in the workplace, for example, creating an innovative work atmosphere, a modern work environment in the workplace and looking for new partners in working life. As an opportunity for SWOT analysis, the principals saw various EU projects, innovation, and subject teachers as languages, for example, and thematic work. The content of the curriculum is seen as an opportunity, but its content cannot be put into practice. Various projects, such as art projects, were seen in Tampere as an opportunity. Teacher co-operation between classroom teachers and subject teachers in the integrated school was seen as a problem, as it would also be an opportunity to develop teaching. Only one of the principals stated that their school is the most innovative school and immigrant pupils are being translated into internationalism.

T12: Only the sky is the limit: A lot of development plans. We are at the forefront. We have a pre- and primary education project. Immigrants are being turned to international. There are a lot of opportunities in Tampere. For example, the art project. But how to get teachers to collaborate. Curriculum content is not tolerated. Content is great.

Extracurricular Learning Out-of-school learning and change in the operating environment: The location was seen as an opportunity, e.g., the center of Tampere. Short trips to places of interest. The art and cultural heritage projects were seen as a good thing. Pupils in the suburban schools had their own bike shed and their own nature trail. Trips and sightseeing was a challenge because they cost. There were plenty of ICT tools, but not enough and also not enough computer subsidies: iPads and computers, smart boards, e-learning materials, a technology-focused classroom at school, and a school ICT plan. There were major shortcomings in information retrieval, only social media is managed. Smartphones are not used in teaching, because guarding is a big problem. Some schools had an entrepreneurship theme week. The high cost of transport and the diversity of families in different residential areas were complained about (Bernelius, 2013).

T17: The tablets will be available this year. You can’t learn outside of school from here. You know one swimming pool trip costs 150 euros. Computer support is stalling—Local support should be developed.

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Competence Surveys When asking the principals for competence surveys: The development surveys were seen as development discussions, ICT mapping, and the rules of procedure were based on utilizing strengths. An Opeka survey has been conducted to map computer skills (Retrieved from http://www.oph.fiproducts_and instructions_/quality management_ support).

T8: Competence surveys—I think I know quite well, but it is difficult to utilize. During the theme days and management, the competencies will be shared—not just in their own class. One year the subject of development was teaching methods. This is how teaching methods were revealed. To come up with new stuff—not the teachers who grow on every branch.

The previous sentence suggests that on theme days, competence and learning together in staff and annual development projects will be available to the organization. Entrepreneurship Education as Defined by Principals Principals defined entrepreneurship education as a salesman at a school, mainly fund-raising, e.g., class trips. Admittedly, taking responsibility, accepting failure, telling parents about their careers go hand-in-hand with the concepts of entrepreneurship education. However, there was no connection to the curriculum.

T10: Strives to do self-business. A couple of times a year sales. The pupil union sells monks: Didn’t show up in class teacher training 20 years ago.

Entrepreneurship Education as Defined by Teachers Teachers of entrepreneurship education saw it mainly as internal entrepreneurship, as a way of working through the curriculum (POPS, 2016). Teachers found a clear link to the curriculum. However, the understanding of entrepreneurship education as fundraising also came to the attention of teachers.

T19: It is attitude education. It’s an encouragement to innovate and relates to ops on a permeable basis. Entrepreneurship education is difficult to bring to primary school. It’s that fundraising, that’s what it is… encouraged to take responsibility for oneself. Taking personal responsibility for learning and competence through internal entrepreneurship. Teachers’ Views as a Me & MyCity Teaching Method In the interview, the teachers saw Me & MyCity teaching and learning method as strengthening civic skills and pupil co-operation. The visit to Me & MyCity was particularly well suited to the mathematics period, as taxes and percentages were calculated there (POPS, 2016). However, the use of the teaching material was challenging, not everyone had time to go through it in 10 hours. According to the teachers, the pupils learned from each other and asked either the adult tutors (tutors) in Me & MyCity, if they could not do some work. Mainly they liked the job and knew how to do their job (POPS, 2016). The pupils waited for the visit to Me & MyCity and noticed from the teacher’s hourly activities that now Me & MyCity lesson is coming. Me & MyCity teaching method was perceived as childish in high school. The sixth grade was the most appropriate because the pupils realized their role realistically, even saving money, even though they were aware that virtual money did not work outside Me & MyCity. Pupils also learned from each other communally and coped well with the profession they had chosen (POPS, 2016; Kolb, 1984). There were some problems with disciplinary visits to Me & MyCity. For example, virtual money was used, because it was wrong to send false invoices.

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There were also thefts in a few cases. However, the pupils resolved the problem case with each other. The use of computers developed the pupils’ initiative, as there were 40 computers (laptops) in use. If necessary, help was received from the instructors of Me & MyCity. As a development of the teaching method, two visits in the spring and autumn were hoped for. It was also hoped that economic terms would be tested as a development idea. The former might strengthen knowledge of economic concepts. After the visit to the Me & MyCity and as an own idea of teaching wholes, where the learner’s self-direction would be better highlighted. Groups from different schools could also be confused with each other (POPS, 2016). This is because they learn to work together with pupils from different educational institutions. The socially weakest pupils had difficulty interacting, especially those with Asperger’s problems. Pupils `own teacher had to help these.

T123: Me & MyCity provides a sensible model for implementing entrepreneurship education in primary school”. Even the weak knew how to do the job. This is about doing learning—Yes, you have to work in a group, outside your own comfort zone. (Special school) Yes, it supported pupil collaboration. The pupils did know the content of the work, they asked the instructor. Director’s seats were drawn: As a teaching method, role-playing is very good. I interviewed the CEOs (pupils) and subordinates in front of the class, the others followed the class as they arrived. They liked work and learned from each other.

Study material and teacher training for Me & MyCity visit. The learning material was a concise package. The tasks in the workbook were difficult to instruct. The learning material was also considered too theoretical and these were especially economic concepts. Special school pupils should build their own instructional learning material. The learning package could be condensed and truncate difficult concepts to best suit pupils. The teacher’s material was not completely covered during the training and it was hoped that the training would have taken place in Me & MyCity. According to the pupils’ feedback, the position calculation that was needed for the payment of salaries should be practiced more in the lesson. T19, “Some tasks in the material are challenging, I jumped over them” Pupils’ Experiences of Me & MyCity In the interview, the pupils first described the job and profession they had chosen for their position in Me &My City. In the job description, the jobs and professions were diverse: engineer who built the wind farm, sales manager, professor, researcher, media assistant, journalist, payroll, doctor, invoicer, food worker, electrician, media house CEO, cashier, bank clerk and human resources manager. The work was nice and I got along with my subordinates. The work was done and it was nice to work in Me & MyCity. Lessons were learned from others, instructors and teams in Me & MyCity (POPS, 2016). Everyone would go to Me & MyCity again and some would choose the same profession in terms of development. Pupils described working and professions in Me & MyCity learning environment: learning together, asking for help from each other or supervisors in problem situations. There were problems with computers, as in adult working life, even the electricity went off momentarily. They were satisfied with the salary. The pupils described their work as follows:

T29: I got along well with my subordinates and learned about working life. It was great to be the CEO and like to deal with others. Responsibility made adrenaline go round. Huh, too much debt came.

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I applied to be a leader myself. My father is an engineer. I made a wind farm. Search results therefore. It was difficult. The instructor helped. I am very systematic. I knew how to use virtual money. Somehow I knew the orders, I got to work. A terribly nice community, just when I was really at work. Payroll calculator. I asked the friends for help. It was quite exciting to get to know the work. The price of a salary. I learned how to deduct taxes. Nice taste of working life. I learned responsibility. I learned teamwork. Maybe a lot was learned from the instructor. Or together they started to solve. That, in my opinion, just from both of them. I was a researcher at The University of Technology (TUT). I study the heat escape. The computer equipment once did not work. The director corrected, “I was an engineer. There was a bit of a rush at work in between.” It was really fun to try all of these professions and these pay and tax payments. I was the boss at S Market. I paid my salaries; I took care of the jobs of others if they were on leave. I held meetings. A couple of times the electricity went out and the printer got stuck. The virtual card was hard on that when I didn’t know how much money was in the account. Everything was nice. It was a bit boring at first, but in the end it wouldn’t have been nice to leave. We helped each other in a hurry. I learned more from our team …. I asked for help. Maybe I learned from others. At first, I had to learn to use those devices. The computer equipment works well. The salary was good. There was a lot left for the residue. The internet crashed at one point. The bank card and the others corresponded to working life, but the tutor put the code not me. Learning about money transfer was the most fun and serving customers. As a profession, the salesman was really nice. 100% replaces the school day. My employees didn’t listen to instructions.

Pupils Leisure and Everyday Management According to POPS (2016), pupils are instructed to take care of themselves and practice skills important for managing their own lives and everyday life. Virtual money was used for shopping at leisure. Pizza, pastries, coca cola, and caramels were bought from the shop and café. In his spare time, newspaper Aamulehti (local newspaper) was sold, a salary increase was requested or other pupils were helped in their work assignments.

T5: I went to ask for a pay raise …. No, no salaries could not be increased. I bought a house and owed 19,000 Euros. I was offered a house. I didn’t realize it cost so much.

More products were wanted for the store. Salary, especially in management positions was good. There was money left, although virtual money did not work outside Me & MyCity learning environment.

Conclusions The principal leads the curriculum work in his or her own school. Curriculum work is guided by the Basic Education Act and the state decree. The principal performs demanding management work in an expert organization and he plays a key role in the development of the school. The SWOT analysis includes categories of strengths and weaknesses, threats, and opportunities. SWOT analysis is an important tool in analyzing workplace learning and the operating environment as a whole. The results of the SWOT analysis can be used to guide the process and identify transfers of good practice in the workplace. It can be used to support competence management and strategic management. In the interview, the principals stated that the strength was the skilled staff and professional staff. Professional staff here means experienced staff who are professional in their work. According to Luukkainen (2004), teaching staff is the most important resource for the development of teaching aid. The strength of the special school was that all pupils had their own curricula. They learn according to their own strengths and abilities (POPS, 2016, pp. 20-24). The emphasis of the school was also perceived as a strength as well as the socio-economic status of the parents and good pupil care. Instead, in terms of school

PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION 65 development, the school’s strength was perceived by only one: Good leadership, the school’s team organization, and staff follow the curriculum. According to the SWOT analysis, weaknesses, in turn, are a list of negative factors about learning in the workplace, such as poor contacts in working life and a lack of qualified staff. The weakness of the school was seen as challenging pupils’ material, teachers’ exhaustion and indoor air problems, and poor socioeconomic status of parents. Homes are broken, we will be confused about how to operate. This was especially a problem for suburban schools in cities. The structural, regional, and ethnic segregation of large cities is a typical phenomenon all over the world, including Europe and the United States (Wilson, 1987; Vaaltovaara & Kortteinen, 2003). The socio-economic status of parents and the segregation of residential areas have an impact on learning outcomes, as has been found elsewhere in Europe (OECD, 2010a), but they were decent in their behavior, with solutions from the administration, pupil dropouts and overcrowding, as well as a new curriculum with a lot of great content and structure, but the content was perceived as difficult training in the introduction of the new curriculum. ICT skills are not yet sufficiently utilized (POPS, 2016; OECD, 2010a). Integrating subject teachers and classroom teachers into the same school culture was seen as difficult. Rajakaltio (2011) has studied the learning practices of unified schools and the co-operation of teachers and found similarities. Other weaknesses were exploratory learning disappeared and the school did not function to this day. This deserves attention, as the use of communication tools and technology supports the pupil’s broad-based future skills. As with exploratory, creative learning and work, pupils are guided to use ICT in information management (POPS, 2016; Norrena, 2013). Teacher exhaustion was seen as a weakness, a threat. Other weaknesses were indoor air problems, the development of a large school operating culture in a unified direction, due to the fact that the school had half subject teachers and half class teachers. In neighboring municipalities, transportation was perceived as a weakness, because they cost money (Retrieved from http://www.oph.fiproducts_and instructions_/qualitymanagement_support; TALIS, 2019; Taajamo & Pukakka, 2020; Ranne, 2009). Opportunities describe the list for learning in the workplace, for example, creating an innovative work atmosphere, a modern work environment in the workplace and looking for new partners in working life. Opportunities are a vision for the future. The principals saw various EU projects, innovation, subject teachers in languages, such as primary school and thematic work as an opportunity for SWOT analysis. The content of the curriculum is seen as an opportunity, but its content cannot be put into practice. Various projects, such as art projects and cultural projects, were seen in Tampere as an opportunity. “Only the sky is the limit: a lot of development plans. We are at the forefront. We have a preschool and primary education project. Immigrants and immigrant pupils are being turned international” Another possibility was seen as innovation. We are the most innovative school in the city center (Pittway, 2009; 2012):

Innovativeness is related to entrepreneurship education and experimentation with the new. The school had a lot of experimental and development projects. However, less attention has been paid to the development of evaluation methods.

Only one principal saw the potential for innovation, as did the internationalization of immigrants. Other opportunity factors were mainly pedagogical development. There was only one of these in the whole material. Such pedagogical factors that promoted workplace learning were ideas should be allowed and a teacher’s safety-conscious way of teaching in an innovative direction. These are inextricably linked to entrepreneurship education and the development of something new. Similarly, the fact that the basic part of the curriculum is not considered at the municipal level was seen as an opportunity factor. Knowledge of the content

66 PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION of the basic part of the curriculum, for example, through training, can be improved throughout the training organization. School threats in the SWOT analysis are a collection of the external factors related to learning in the workplace, e.g., contacts with working life and networks, bad working atmosphere and outdated technology. These factors were highlighted in the interview repeated by teachers’ exhausted, poor condition of facilities, and poor predictability of pupil numbers. School network reform was also perceived as a threat, but the biggest decisions in Tampere had already been made. It was no longer a threat in Tampere. However, the poor condition of the teaching facilities points to outdated school buildings, where it is difficult to bring new technology already on behalf of the facilities. However, it is surprising that in only a few cases was the shortage of money and resources perceived as a threat, even though the weak financial situation of municipalities is already officially known.

Extracurricular Learning Information and communication skills are one of the key challenges for the school of the future. There are still shortcomings in the computerization of schools. This is partly due to a lack of resources. The school of the future should provide sustainable solutions to the needs of teaching, leadership support services and in-service training, as well as learning environments (TALIS, 2019; School 3.0, POPS, 2016; European Commission 2010a, 2013). Out-of-school learning and change in the operating environment: The location was seen as an opportunity for the school’s location, e.g., Tampere city center, short trips to places of interest, art arches, and cultural heritage projects. Excursions to nearby schools to visit were a challenge, because they cost money. There were run-down, but not enough, ICT tools: iPads and computers, smart boards, e-learning materials, a technology-focused classroom at school, and a school ICT plan. There were major shortcomings in information retrieval, only social media is managed. Some schools had an Entrepreneurship Theme Week. The high cost of transport and the diversity of families in different residential areas were complained about. In international studies, the image of schools is more related to the pupil base, residential area, and socioeconomic structure than to the quality of teaching. Although the quality of schools in Finland is stable, residential areas affect school segregation, socio-economic and ethnic differences, especially compared to the early 1990s (Lareau & Goyette, 2017; Bernelius, 2013, Bernelius & Vilkana, 2019). To help solve computer problems, more computer support staff at the school level was wanted. In nearby municipalities, pupil transportation was a problem because they cost, as were problems with computer equipment. Electronic material was mainly used in primary school. The pupils’ phones had not been utilized. Watching was a problem (POPS, 2016; Retrieved from https://ec.europa.eu/information_societ 2013).

T21: Ten laptops inoperative since spring, wireless network not working. However, electronic material and computer equipment are not as they should be.

It would be interesting for the researcher that the change in the operating environment had brought the team organization to the school, so that the class-level teams form a management team with the principal and vice-principal and the assistant principal is the teachers’ supervisor. This is how information flows from teams to management. Similarly, evaluation and value-based discussions take place together. The former supports community learning (POPS, 2016).

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Human capital is the foundation of an organization’s intangible capital. It is closely linked to education and training. In the long run, a person’s knowledge, skills, ability, creativity, and innovation should be utilized, because it affects an organization’s performance. The key role in developing the quality of basic education is played by staff, including school management. Strengthening competence is a cornerstone of lifelong learning. When asking the principals for competence mapping: development discussions, ICT mapping, drawing up rules of procedure were based on the utilization of strengths. An Opeka survey has been conducted to map computer skills (Retrieved from https://www.oph.fiproducts_and instructions_/quality management_support).

Making rules of procedure is based on leveraging strengths. It shows how skills can be introduced in school. I interview teachers and yes I know who a computer genius anyway.

Entrepreneurship Education as Defined by Principals Principals defined entrepreneurship education as a salesman at school, mainly a fundraiser. Admittedly, taking responsibility, accepting failure, and telling parents about their careers go hand-in-hand with the concepts of entrepreneurship education. However, there was no connection to the curriculum: “The pupil union sells monks.” Entrepreneurship Education as Defined by Teachers Teachers of entrepreneurship education saw it mainly as internal entrepreneurship, as a way of working through the curriculum (POPS, 2016). Teachers found a clear link to the curriculum. However, the understanding of entrepreneurship education as fundraising also came to the attention of teachers.

Taking personal responsibility for learning and competence through internal entrepreneurship.

The latter is also very evident in terms of lifelong learning: taking responsibility for learning and competence. Entrepreneurship education is emphasized in all Finnish curricula, and teachers play a key role in how it is implemented in practice in lessons (Seikkula-Leino, Ruskovaara, Ikävalko, Kolhinen, & Rytkölä, 2014; European Commission, 2010). In addition to the above, entrepreneurship education should be linked to the school’s operational culture and management strategies. Teachers’ Views as a Me & MyCity Teaching Method In the interview, the teachers saw Me & MyCity teaching and learning method as strengthening civic skills and pupil co-operation. The visit to Me & MyCity was particularly well-suited to the mathematics period, as taxes and percentages were calculated there (POPS, 2016). However, the use of the teaching material was challenging, not everyone had time to go through it in 10 hours. According to the teachers, the pupils learned from each other and asked either the adult tutors (tutors) in Me & MyCity if they could not do some work. Mainly, they liked the job and knew how to do their job (POPS, 2016). The pupils waited for the visit to Me & MyCity and noticed from the teacher’s hourly activities that now the Me & MyCity lesson is coming. Me & MyCity teaching method was perceived as childish in high school. The sixth grade was the most appropriate because the pupils realized their role realistically, even saving money, even though they were aware that virtual money did not work outside Me & MyCity. Pupils also learned from each other communally and coped well with the profession they had chosen (POPS, 2016; Kolb, 1984). There were some problems with disciplinary visits to Me & My City. For example, virtual money was used because it was wrong to send false invoices. There were also thefts in a few cases. However, the pupils resolved the problem case with each other. The use

68 PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION of computers developed the pupils’ initiative, as there were 40 computers in use in Me & MyCity. If necessary, help was received from the Enterprise Village instructors (TALIS, 2018). As a development of the teaching method, two visits in the spring and autumn were hoped for. It was also hoped that economic terms would be tested as a development idea. The former might strengthen knowledge of economic concepts. After the company-village visit and as an own idea of teaching wholes, where the learner’s self-direction would be better highlighted. Groups from different schools could also be confused with each other (POPS, 2016). This is because they learn to work together with pupils from different educational institutions. The socially weakest pupils had difficulty interacting, especially those with Asperger’s problems. Pupils’ own teacher had to help these.

Me & MyCity provides a sensible model for implementing entrepreneurship education in primary school.

Study Material and Teacher Training for Me & MyCity Visit The learning material was a concise package. The tasks in the workbook were difficult to instruct. The learning material was also considered too theoretical and these were especially economic concepts. Special school pupils should build their own instructional learning material. The learning package could be condensed and truncate difficult concepts to best suit pupils. The teacher’s material was not completely covered during the training and it was hoped that the training would have taken place in Me & MyCity. According to the pupils’ feedback, the position calculation that was needed for the payment of salaries should be practiced more in the lesson.

Some tasks in the material are challenging, I jumped over them.

Pupils’ Experiences of Me & My City Pupils are growing up in a world where they are more concerned with knowledge. The work is based on working together and working in networks. This is precisely the wide-ranging competence that the primary school curriculum (2016) emphasizes. In the interview, the pupils first described the work and the profession they had chosen for their position in Me & MyCity. In the job description, the duties and professions were diverse: Engineer who built the wind farm, sales manager, professor, researcher, media assistant, journalist, payroll, doctor, invoicer, food worker, electrician, mediata-lon CEO, cashier, bank clerk, and human resources manager seller. The work was nice and I got along with my subordinates. They knew how to do it and it was nice to work in Me & MyCity. Lessons were learned from others and from instructors and teams in Me & MyCity (POPS, 2016). Pupil learning (POPS, 2016) takes place in interaction with a peer group, teacher, and members of the school community, out-of-school experts, and different communities in different learning environments. Learning therefore focuses on the development of pupil and community skills. Virtual money was used for shopping at leisure. Pizza, pastries, coca cola, and caramels were bought from the shop and café. In his free time, they sold Aamulehti (local newspaper) or helped others with their jobs. More products were wanted for the store. Virtual money was used smoothly. Salary, especially in management positions was good. There was money left to save, even though the virtual money did not work outside Me & MyCity. However, in terms of payroll and percentages, hourly coaching had remained superficial. The pupils got a real feel for working life, e.g., so that the computer equipment did not work at times. Everyone would go to Me & MyCity again and some would choose the same profession.

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Here, Me & MyCity serves as a model for active and experimental activities. The model is tested and the information is applied in practice through case studies, role-plays, exercises, and on-the-job learning. The active phase can also take place, for example, in the form of Me & MyCity learning environment, where the subject is tested outside the formal learning situation and the learned skills are practiced in practice. This also supports Kalmi’s research, according to which learned financial matters practically closely, earned to save money even though virtual money did not work outside (Kalmi, 2016; Kolb, 1984; Kupias, 2001, pp. 16-25; Leppilampi & Piekkari, 1998, pp. 9-11; Luukkainen & Wuorinen, 2002, pp. 161-163; Hakkarainen, Bollström-Huttunen, Pyysalo, & Lonka, 2005; Hakkarainen, 2009; Rasinkangas, 2005, pp. 40-42; Autio, 2006; Lehkonen & Lehtonen, 2006).

Nice taste of working life.

Pupil’s ICT Skills The development of ICT, the utilization of pupils’ skills and the new requirements of working life and the operating environment pose completely new challenges for learning and education compared to traditional teaching methods. The work utilizes ICT as well as the opportunities of online environments to increase learning, thinking, creativity, cooperation, and interaction (POPS, 2016; European Commission, 2010a, 2013). There were about 40 laptops in Me & MyCity, of which there were 2-3 computers per company. In principle, computers worked flawlessly, but the experiences of the pupils confirm that the use of computers was almost like that of adults in their workplace. The machines did not work in between the pilots helped. The pupils asked each other.

The virtual card was hard for it when I didn’t know how much money was in the account.

Pupil Leisure and Everyday Management According to POPS (2016, see Figure 1), pupils are instructed to take care of themselves and practice skills important for managing their own lives and everyday life. Pupils develop their consumer skills and the conditions to take care of their own finances. In their free time, pupils went to eat in a café, take a fitness test or vote, and visited and helped others’ companies. Pupils are growing up in a world where they are more concerned with knowledge and the work is based on work together.

I went to ask for a pay raise…. No, salaries could not be raised.

Summary of Conclusions The SWOT analysis is summarized in Figure 4

S W Competent staff Challenging pupil material Emphasis classes and own curricula in Teachers exhaustion the special schools Poor socio-economic status Sheared leadership teams Lack of computer aids Curriculum content difficulties Good location of the school in the center Indoor air problems of Tampere Subject teachers and classroom teachers Various projects at school Integrating and harnessing Immigrants as an internationality school culture Entrepreneurship education: fundraising O T Figure 4. Principals’ responses.

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Strengthening civic skills A sensible model for primary school entrepreneurship education Development ideas: Entrepreneurship education on a permissive basis in the Teaching material curriculum Clarification of difficult economic concepts Suitable for sixth grade—A little childish for high Customized material for special schools schools Teacher coaching in Me & MyCity One visit in spring and one in autumn The pupils coped well with the work Asked the instructors and each other (learning together)

Figure 5. Teachers’ perceptions of Me & MyCity as a teaching method.

Nice taste of working life Learned from instructors and teams Percentage decline coaching was lacking We learned about the economy, cutted taxes and used A couple of times electricity went out of Me & MyCity virtual money village and the printer broke down Responsibility, saving and teamwork were learned I bought a house and owed € 19,000—I didn’t realize Somehow I knew how to command and got them to work that it was coasting that much Everyone would like to visit Me & MyCity again Figure 6. Pupils experiences of Me & MyCity as a teaching method. Study Validity, Internal and External Validity In this study, study validity refers to the accuracy of scientific findings, which means the extent to which the conclusions are reliable and correspond to reality. Me & MyCity as a teaching method was studied through three observation units: principals, teachers, and pupils. The material was collected through a thematic interview and studied with a ground-based research approach from the Straussian trend. It allowed the import of ready-made categories into the research process. The research material has been collected in natural situations, in a natural context, in schools, and Me & MyCity in Pirkanmaa based on this, it is assumed to correspond to reality. The internal validity of the study is considered in relation to the study results. Internal validity can be improved by interviewing enough and for a sufficient period. This provides enough information about the phenomenon under study. Enough 220 pupils were interviewed in the study. This provided sufficient experiential information about the teaching method and the pupils’ experiences of Me & MyCity. In addition, additional material was collected from pupils immediately after the visit to Me & MyCity (2019). Additional material (2019) was collected by a parallel researcher. Additional material was used to confirm the research results. This confirmed pupils ’previous outcomes and internal validity. The main purpose of the theoretical problematization was to deepen the understanding of key concepts and to map existing conceptual constructions. The problem of conceptual validity can be reduced by the researcher’s prior knowledge of the context. Strauss and Corbin (1994, p. 280; as cited in Karila, 1997, p. 155) emphasize good knowledge of the research subject. There are few studies in the area (Kalmi, 2016) Instead, the researcher has more than 30 years of experience as a subject teacher. It is likely to increase the reliability of the research subject. External validity describes how research describes reality. If key concepts cannot be derived from the theory, the conceptual validity of the research is poor (Hirsijärvi & Hurme, 1985, p. 129; Hirsijärvi et al., 2007.) On the core categories of research: school management, Me & MyCity as a teaching method and pupils’ experiences from Me & MyCity. The theory of Me & MyCity helps to structure, develop, and bring an addition to Me & MyCity

PERCEPTIONS OF SCHOOL AND ENTREPRENEURSHIP EDUCATION 71 teaching method in a certain area of substance (Yin, 1989). However, it should be noted that Me & MyCity learning environment is based on Finnish national curricula. This must be considered when considering the transferability of Me & MyCity learning environment.

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