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Purpose – The purpose of this paper is to report on the test of a pedagogical intervention to enhance students' entrepreneurial mindset on a university course.

Design/methodology/approach – The course where the authors tested the new course design is a mandatory one in the business school’s undergraduate business program. Pre- and post-evaluations of the students’ opportunity recognition (OR) and individual entrepreneurial orientation (IEO) were carried out to measure the effects of an intervention aimed at enhancing these capabilities.

Findings – The results from paired-samples t-tests indicate significant positive changes (enhancements) of the students’ OR and IEO. The positive effects of the intervention methods are accounted for as evidence of the benefits of applying pedagogical methods that fit the learning style of young adults.

Practical implications – The findings suggest that students’ mindsets can be positively affected by an intervention tailored to enhance their OR and IEO capabilities. The findings have implications for curriculum development because the strengthening of these capabilities is a precondition for further development of the participants’ innovative and creative thinking, as well as their entrepreneurial orientation.  Since innovative and entrepreneurial activities have a positive impact on economies worldwide, the authors encourage the adaption of the intervention methods applied in this study in other settings.

Originality/value – This paper reports the results of a pedagogical intervention aimed at enhancing students’ entrepreneurial mindset. The findings from the study demonstrate that the applied intervention method supports the development of functional skills, which complement the conceptual knowledge gained from other courses in the undergraduate program.

Purpose - The purpose of this study is to examine the effects of intervention methods in an entrepreneurship education (EE) course that was designed to enhance the students' entrepreneurial mindset by targeting their opportunity identification, creativity and risk management capabilities (RMC). Design/methodology/approach - The authors formulate hypotheses on enhancement of opportunity identification, creativity and RMC, and they test them using data collected from pre- and post-tests of three courses: one treatment course group and two control course groups. Findings - The pretests and posttests of the treatment course demonstrate that the applied intervention methods have a positive impact on how the participants perceive their opportunity identification and creative capabilities. The participants in the control groups, which used a traditional course design, reported no such effects. Combined, the authors' findings suggest that the new intervention methods positively affected the participants' entrepreneurial mindset. Originality/value - This study contributes to extant EE literature by examining the question of how certain pedagogical intervention methods enhance the participants' self-efficacy with regard to possessing opportunity identification, creativity and RMC. The findings reported in this paper have implications for EE scholars, program evaluators and managers who seek methods to enhance the entrepreneurial mindset of people in their organizations.

The main objective of this study was to provide a contribution to the entrepreneurship education field through evaluating and describing changes in students' attitudes towards entrepreneurship. A pre-test and post-test design was used to evaluate a course design where sport psychology was the main topic with an embedded element of entrepreneurship education. The course was part of university program in Masters Programme in Sports Psychology or Physical Trainer Programme. Sport psychology-students are not the traditional group of students that are selected and trained to get both skills and a positive entrepreneur mindset. There were 39 students completing both the pre-test and post-test questionnaire (response rate 84.4%), mean age 23 years (SD=2.90). Both the pre- and post-test results showed that the sport psychology students had positive attitudes towards entrepreneurship, and the embedded course design have significant effect on students' subjective perception of their ability to create and commercialize new ideas. The results from this case study shown that an embedded course design with sport psychology and entrepreneurial education make it possible to strengthen students' entrepreneurial attitudes. The positive results point out that it is important to continue examine embedded coursed designs between entrepreneurial education and non-traditional areas (e.g., physiotherapists, dentists, architects, e.g.).

The psychologist profession has been characterized by an attitude to education for employment, and often employment in the public sector. The outside world has changed and so also the labour market for the psychologist. Today, it's not as obvious to the psychology program only to prepare students for a working life as an employee, but also for a working life with elements of self-employment and entrepreneurship. The aim of this paper is to describe how we developed one course in the education of psychologist to meet this challenge.

The purpose of this course has been to influence attitudes towards entrepreneurship and to develop skills to apply entrepreneurship. To meet this challenge as educator, cooperation between the Department of Psychology and Umeå School of Business and Economics (USBE) were initiated for the course on the Masters Programme in Sports Psychology. To our knowledge this is unique in educating future psychologists in Sweden.

One important aim with the course is that the students are going to learn how to combine their knowledge in psychology with entrepreneurship and use it in an applied way. One main moment of the course is to stimulate their creative ability and innovation to increase their opportunity recognition, entrepreneurial orientation and risk willingness. To achieve this the students are encourage to create their own business ideas, where they take their knowledge in psychology and generate a new service or product to use in the field of sports and health. At the end of the course they present their business idea in front of bankers, business consultants and business angels. Results from our measurements and evaluation go in the same direction as proposed by Fayol (2001), and that entrepreneurship can be taught. After the course the students are better prepared for the future working life as a clinical psychologist, both as employed and self-employed. This approach should also be considered for other educational programs, because the working life is changing for them as well. One benefit for the students has been the interdisciplinary collaboration between psychology and business administration.

Purpose - Purpose – This paper seeks to explore how principals use their time when the requirement exceeds the activities are desirable. In the scholarly debate it has been pointed out the heads think that too much time is devoted for the financial and administrative issues, or to solve acute problems. This means that there is not enough time to work with educational issues. The purpose of this study is to clarify how principals use the time they have devoted for the educational area and what activities they prioritize. It will also increase our knowledge of reasons behind their prioritizing and reflect on some of the consequences. Results relate to the question if introduction of performance measures has increased a short term perspective on student performance or if it works as a suitabel tool for the principals to achieve the schools goals and to create more effective schools in the long run. The question if stakeholders can get required insight by the performance measures as they are designed today and if the principals got the right incentives is raised.

Design/methodology/approach - Design/methodology/approach – A quantitative approach is used and a mail questionnaire was distributed to the principals in all upper secondary schools in Sweden and a comparative cross-sectional study was conducted

Findings - Findings – Principals' perceptions suggest that, their prioritization when working with educational issues is influenced by a more short term perspective and that they prioritize teaching, which have a much faster impact on student outcome, over long-term school development which facilitate the conditions for the former. These findings increase our insight into the need, for as well stakeholders as principals, to develop performance measures to stimulate change when needed.

Practical implications - Practical implications – These findings have implications on the direction of the development of performance measures. The result points out the lack of transparence for stakeholders and uncovers the need to know when change and long term development is ongoing or not. The study show how principals need incentives for prioritizing these activities and that this can be done by the stakeholder by designing required measurements for as well teaching as long term school development when change is needed or to maintain a successful process.

Originality/value - Originality/value – This paper fulfills an identified need to study how the performance measures of today can be complemented with measures for stakeholders for increased insight in ongoing activities with development and required change for long term school success.