Fun of Learning in a Virtual Practice Enterprise

Kaija Arhio () and Marja-Liisa Kaakko ()
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Kaija Arhio: Centria University of Applied Sciences, Ylivieska Unit, Ylivieska, Finland
Marja-Liisa Kaakko: Centria University of Applied Sciences, Ylivieska Unit, Ylivieska, Finland

Chapter 2014-12 in Entrepreneurial/Managerial Innovative Strategies and Behaviour in Global Multicultural Environment. Proceedings of the Sixth International Conference, 9 – 12 September 2014, Nessebar, Bulgaria, 2015, pp 247-256 from Bulgarian Association for Management Development and Entrepreneurship

Abstract: A practice enterprise has been used in technology degree programs of Centria University of Applied Sciences Ylivieska unit as a learning environment in studies of entrepreneurship and business economics courses. In this article we describe the implementation modes used in degree programs of electrical engineering and media technology (formerly also involved in engineering and production as well as telecommunication degree programs) during four academic years (2010-2014). We will reflect the learning outcomes and feedback from the students’ point of view. The implementation model of pedagogical choices and teachers’ experiences will be described, as well. In technology degree programs such as electrical engineering and media technology at Centria Ylivieska unit the curriculum includes 7 ECTS credit points of entrepreneurship and economic studies on average (the number has slightly varied over the years). The starting point and goal of entrepreneurship studies is to give the students a comprehensive understanding of entrepreneurship and its importance to themselves and society. The aim is that the students will be able to analyze their own entrepreneurial competencies and learn about the business conditions and business operating environment of a company. During these business-orientated studies students will get understanding and become familiar with different sectors of company's finance as a part of business management. Students learn to understand the role of an engineer in the company's financial guidance and are able to collaborate with experts of business economics. To improve students’ motivation and learning outcomes we have tested practice enterprise VEPEN learning environment. This practice enterprise platform run by Finpec is part of international practice enterprise network. In the degree program of business administration the system has been part of the curricula for many years. In engineering we have tried to plan a “learning-by-doing” course. The students’ entrepreneurial path proceeds from a business idea to a business plan. This plan has been put in the practice by utilizing the VEPEN virtual learning environment.

Keywords: practice enterprise; entrepreneurship learning; virtual learning environment (search for similar items in EconPapers)
Date: 2015
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