Tweaking outcome and content in entrepreneurial learning settings - the case of the ‘Scandinavian Growth Creators’-project

In the current case study, we investigate a large-scale educational project funded by the Interreg Öresund-Kattegat-Skagerrak Program – a European Union funding body which provides support for joint Scandinavian projects aimed at developing society within the areas of innovation, low-carbon economy, transport, and employment. Large scale development projects are primarily initiated through external funding bodies (Lyall, 2013). Often these projects have a complex set of stakeholders resulting in high complexity regarding planning and execution (Heikkila & Gerlak, 2005). However, large scale educational projects tend to add several more levels of complexity because of the inherent learning environment and entrepreneurial learning goals attached to these projects (Pocek et al., 2021), in particular around the pedagogical scaffolding of activities. Entrepreneurial methods and teaching approaches has been found to provide efficient learning designs to mediate such complexities and subsequently address stakeholder needs (Nabi et al., 2017; Neck & Greene, 2011). Therefore, we ask the following research question: How do educators and students create and negotiate meaning in a large-scale educational project based on entrepreneurship education?