School Entrepreneurship: A Favorable Context for the Interdisciplinary Projects
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Entrepreneurship education appears to be a promising avenue for developing entrepreneurial skills among young people, this tendency being present in several countries. School is a privileged environment and is targeted since young people are key players in promoting economic growth. The appropriate teaching method for achieving academic and entrepreneurial goals seems to be the project-based approach. In this regard, entrepreneurship is a privileged context for realization of interdisciplinary projects in order to give meaning to the learning experience. The objective of this study is to describe the process of implementation and deployment of interdisciplinary projects in the context of the entrepreneurial school. Eight individual interviews were conducted with school staff from an entrepreneurial school where several interdisciplinary projects were going on. Our results show that the teacher assumes a key role as a guide throughout the interdisciplinary project in making sure that the education program objectives are attained. However, the lack of collaboration among the teachers remains a challenge in order to equip and help them with the realization of the interdisciplinary projects. Solutions can be identified to facilitate and perpetuate the implementation of these projects in this entrepreneurial context.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it