Page 303 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 303
i–companies as an essential part of a lifelong learning progr am ...
Basics of entrepreneurship 11,23% Competitive spirit 10,76%
Decision making 10,70% 6,82%
How to fight for their idea
Marketing 9,36% Communication 6,04%
IT competencies 2,41% Setting goals 4,46%
Knowledge in English 1,60% Negotiation skills 2,62%
Business correspondence 0,80% Risk taking 2,62%
No added value for students 0,27% Organizing 1,57%
Dealing with conflict 0,79%
No added value for students 0,0%
In addition to the previous, we analyze categories labeled `other` in
the questionnaire which was set up as a free form. Teachers got a chance
to give descriptive answers on what the positive experiences working with
students in `mini-companies` were. Most of their answer can be summa-
rized in the few following items:
1. Two – way communication with students.
2. Excellent feedback for the future teaching lessons.
3. Clear link between the business and economy.
4. Problem-solving techniques which are not related to education
institutions.
5. The removal of barriers between students and teachers, encourag-
ing students’ motivation and innovation.
6. Personal development of students and their teachers.
7. Socializing and meeting interesting people.
8. Creative work with students.
Besides that, the most important visible result was upgraded knowl-
edge of the students and positive attitude toward their future occupation.
Teachers argue that students who attended the program of `mini-compa-
nies` turn out to be individuals who successfully respond to all the oppor-
tunities and challenges of the business life. All this is due to the facts that
they developed or promoted key skills important for business managing,
gained self-confidence, took the initiative, learnt how to make decisions,
mastered problem solving, coped with networking, and identified oppor-
tunities and personal effectiveness.
303
Basics of entrepreneurship 11,23% Competitive spirit 10,76%
Decision making 10,70% 6,82%
How to fight for their idea
Marketing 9,36% Communication 6,04%
IT competencies 2,41% Setting goals 4,46%
Knowledge in English 1,60% Negotiation skills 2,62%
Business correspondence 0,80% Risk taking 2,62%
No added value for students 0,27% Organizing 1,57%
Dealing with conflict 0,79%
No added value for students 0,0%
In addition to the previous, we analyze categories labeled `other` in
the questionnaire which was set up as a free form. Teachers got a chance
to give descriptive answers on what the positive experiences working with
students in `mini-companies` were. Most of their answer can be summa-
rized in the few following items:
1. Two – way communication with students.
2. Excellent feedback for the future teaching lessons.
3. Clear link between the business and economy.
4. Problem-solving techniques which are not related to education
institutions.
5. The removal of barriers between students and teachers, encourag-
ing students’ motivation and innovation.
6. Personal development of students and their teachers.
7. Socializing and meeting interesting people.
8. Creative work with students.
Besides that, the most important visible result was upgraded knowl-
edge of the students and positive attitude toward their future occupation.
Teachers argue that students who attended the program of `mini-compa-
nies` turn out to be individuals who successfully respond to all the oppor-
tunities and challenges of the business life. All this is due to the facts that
they developed or promoted key skills important for business managing,
gained self-confidence, took the initiative, learnt how to make decisions,
mastered problem solving, coped with networking, and identified oppor-
tunities and personal effectiveness.
303
