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This content is taken from the Queensland University of Technology's online course, Teaching Entrepreneurial Thinking. Join the course to learn more.

Skip to 0 minutes and 4 seconds In my career I’ve set up and run businesses in Australia, I’ve been a business development advisor in China, and I’ve helped people set up and run not-for-profit organisations. It wasn’t until I became a STEM educator that I started to consider how entrepreneurial thinking could be applied in areas other than business. I first used entrepreneurial thinking in my own teaching during a STEM investigation project. The problem was that my students found it difficult to evaluate a context, and to define problems that were worth investigating or solving using their STEM skills. Entrepreneurial thinking was a great solution. It gave my students a method for defining problems that were actually worth investigating and solving.

Skip to 0 minutes and 55 seconds And I’m sure if you think about your particular teaching area, you’ll find places where entrepreneurial thinking is highly valuable. Entrepreneurial thinking involves ideas, problem definition, creativity and taking action. We could call it a form of activism. We typically take action with limited resources in entrepreneurship, which means being resourceful. It’s about getting out of the building and talking to people, learning about their problems and what they value, testing our own values, and collaborating to come up with solutions. Entrepreneurship is about risk-taking but it’s about taking low risk and failing early so that we limit our failures and survive.

Skip to 1 minute and 46 seconds By learning to deal with small failures, to overcome them and move on, we can develop personal resilience and move forward to define and test new ideas and new problems. Now, if we think about the Australian Curriculum, under the general capabilities, we can see

Skip to 2 minutes and 5 seconds three areas where entrepreneurial thinking is most relevant: critical and creative thinking, personal and social capability, and ethical understanding. We can see how our key ideas from entrepreneurial thinking align with these capabilities that cross all areas of teaching from foundation through to senior schooling. I encourage you to reflect on this alignment in relation to your own teaching context and the students you are teaching. If you’re not using the Australian curriculum, consider how these ideas could align with the curriculum that you are using. And, finally, like in my own teaching experience, think about who your students are, and how they could benefit from entrepreneurial thinking.

How does this relate to me?

In Australia, our teachers are required to design, deliver, and assess learning via the Australian Curriculum. As you will find in this course, entrepreneurship is not subject-specific. It can relate to many areas of teaching. This is because its primary benefit relates to general capabilities that cut across all subject areas.

In the context of the Australian Curriculum, we have highlighted three of the seven general capabilities that specifically relate to entrepreneurship:

Three icons representing creative thinking, collaboration, and ethical balance
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated.

In this video, I will explain why you are so important in teaching entrepreneurial thinking to our current and future students.

If you’re not an Australian teacher, tell us how entrepreneurial thinking fits in with your national or local curricula.

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This video is from the free online course:

Teaching Entrepreneurial Thinking

Queensland University of Technology