The labour market for Higher Education graduates across Europe is characterised by multidisciplinary collaboration and an entrepreneurial mindset. We consider entrepreneurial competencies essential for all graduates, as well as students across study programmes. Entrepreneurial competencies are in increasingly high demand and Imperative in a dynamic and globalised society.
From our perspective, practice-oriented teaching is essential for developing students’ entrepreneurial mindsets and action competencies while encouraging the application of theoretical perspectives and reflection. Practice-oriented teaching does not conflict with theory comprehension. In Bloom’s taxonomy, a high level is achieved not only by understanding and applying a theory but also by being able to apply it in both simple and complex contexts. Partnership members believe that students must be trained to understand that “real-world” often differs from the technical theories and academic criteria of higher education.
Danish entrepreneurship researcher Anne Kirketerp (2010) defines the term ‘self-efficacy’ as “the competence to implement actions of change which possess (positive) values to oneself and others” (own translation).
The Atom Model starts with a practice-oriented challenge -, the paradigm through which, - students are trained to handle real-world challenges.
The Atom Model may be seen as a framework on how to approach a challenge and how lessons in innovation and entrepreneurship can be managed in a constantly changing context. In Higher Education, the framework and conditions, such as formal Requirements and curricular guidance will always apply. However, the dynamism of this context offers didactic possibilities in which the Atom Model may be applied as an inspiration for concrete initiatives.
We created the Atom Model in a manner that allows it to be moulded, adjusted and adapted according to the curriculum and learning framework in which it is used. We view it as a contribution to the development of didactic plans so that entrepreneurship may be integrated into lessons as a natural element.
In The entrepreneurial process, it is essential that students are given a clearly defined task that both incorporates the demands of the curriculum and is openly formulated so that the students can produce creative and comprehensive solutions. This balance between restriction and freedom is a prerequisite for innovation and creative solutions.