Entrepreneurship education within the framework of economic education is becoming more and more important in the German educational landscape, especially against the background of the annual Global Entrepreneurship Monitor, which proves that start-up activities in Germany are not very widespread.
Today Entrepreneurship Education is supported by various initiatives ("Entrepreneurship in Schools" by the BMWi, student company competitions, etc.) in general schools with the aim to interest students in entrepreneurship and to initiate educational processes that promote entrepreneurial and economic competencies. The development of founding intentions is also essential. So far, however, "there are only a few empirical findings on entrepreneurship education within general schools that evaluate educational measures or legitimise didactic decisions based on research" (Egbert 2014, p. 161). The aim of the dissertation project is therefore to investigate how entrepreneurial skills and willingness to start a business develop through participation in a student enterprise.
Since a uniform, comprehensive and competence-oriented model for recording the competences required for a later start-up among pupils has been lacking to date, a competence structure model was first developed within the framework of this dissertation project. On the basis of this model, a longitudinal pre-post-test design is used to illustrate the development of competences that lead to a start-up intention. Qualitative interviews with both alumni and start-up founders serve to assess the development of competencies and to investigate the extent to which cooperation in a student enterprise actually leads to start-ups.
The studies of this project are part of the dissertation of Ute Grewe "Developing Entrpreneurial Competences in Student Companies - An Empirical Study in the Fireld of Entrepreneurship Education" (http://dx.doi.org/10.15496/publikation-45587).
cooperation partners: JUNIOR
 Egbert, B. (2014). Unternehmerische Kompetenz als Zielkategorie der Ökonomischen Bildung in der Sekundarstufe I - Zur Notwendigkeit einer forschungsbasierten Fachdidaktik. In T. Retzmann (Hrsg.), Ökonomische Allgemeinbildung in der Sekundarstufe I und Primarstufe. Schwalbach/Ts.: WOCHENSCHAU Verlag.