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In Sweden the introduction of entrepreneurial learning into curricula in the entire school system has prompted a need for competence development and research on the subject to satisfy the demand for practical guidance on the practical level and policy development on the different government levels. To address this, Luleå University of Technology together with Umeå University will build a competence center for entrepreneurial learning with a special focus on northern Sweden. In this presentation we will describe and reflect on 1) the current situation in terms of actors and resources linked to entrepreneurial learning; 2) the process we plan to apply in building this competence center, including attracting international actors to a reference group, Swedish national actors as partners and local actors as core center participants; 3) the content in terms of research, education, competence development and collaboration; and 4) guiding principles for how the center will work where the idea is to practice aspects of entrepreneurial learning (i.e. be proactive, creative and initiate action that have potential to provide positive change). One area where we will try to use our innovative power is on how we in a sparsely populated area can reach out to places far away from the University using new technology for communication and collaboration. Here the center can collaborate with CiiR (Center for interorganizational innovation research) an existing Vinnova excellence center at LTU/UmU focusing on innovation in sparsely populated areas. ; Godkänd; 2013; 20130605 (ysko)

This study examines CEO succession in small firms and the impact of CEO honing and enterprising competence on firm performance within a contingency framework. In a study of 162 small firms, we hypothesize that a newly appointed CEO will bring entrepreneurship to its small firms, but the results do not support this. Instead, the results indicate that a new CEO tends to introduce honing in the firm. Only CEO market enterprising had a direct relation to better performance. However, we find several instances of moderation effects attributable to strategic competence, environmental uncertainty, and the nature of tasks in the company.

This research tests a model including direct and indirect effects of CEO's personal traits (i.e., tolerance for ambiguity and self-efficacy) on entrepreneurial behavior for firms in a specific context, namely strategic SME networks. Findings indicate no direct relationship between personal traits and entrepreneurial behavior on the firm level but reports positive relationship between CEO's traits and levels of inter-firm networking with other strategic SME network participants. Inter-firm networking, in turn, is positively related to entrepreneurial behavior on the firm level. Our results thus indicate that personal traits of the CEO can be important to study in order to understand small firm behavior and performance. The absence of direct links may hide interesting indirect and mediating influences. Based on this, we argue that it is important for future research in the entrepreneurship domain to consider inclusion of context-specific action-based factors that may link CEO traits to entrepreneurship.

This paper takes a novel approach to investigate functions ascribed to the Balanced Scorecard in local governments. First, we develop a measurement scale of balanced scorecard functions based on a literature review. Then, by combining qualitative interviews and quantitative data (based on 101 respondents) from four local governments in Sweden, we examine the measurement scale and put it to use. The results show that politicians, managers and accountants in local government recognize multiple functions, instrumental as well as symbolic. Based on the results, we generate propositions to be tested in future research. ; Godkänd; 2009; 20090415 (anders_n)

Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. ; The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies. ; Peer reviewed

The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.