Reflections on the EA, RA Reflections on the EA, RA and TA study programmesand TA study programmes

Follow-up interviews with the Follow-up interviews with the Swedish companies Swedish companies

BackgroundBackground

13 companies have contributed with comments and 13 companies have contributed with comments and reflections, 12 of these are the same companies that reflections, 12 of these are the same companies that were interviewed for the demand analysis report of were interviewed for the demand analysis report of 2005. 2005.

The general reaction from the respondents was very The general reaction from the respondents was very positive, but there were some discussions on what positive, but there were some discussions on what could be improved.could be improved.

The following slides will present the five most The following slides will present the five most important “areas of improvement”.important “areas of improvement”.

1. Combining the programmes1. Combining the programmes

One suggestion from several of the respondents is to combine the three study programmes to one – with the possibility to specialize in either RA, TA or EA.

Especially the RA and TA programmes were considered to have many courses in common, why a combination of the two programmes would be suitable.

2. Target group2. Target group

Many of the respondents have found the target group to be very broad, something that might result in difficulties in the education level.

Some respondents have argued that a broad target group will vouch for great group dynamics, but agree that teaching might be difficult.

All respondents have questioned how both entrepreneurship animators and entrepreneurs themselves are included in the EA study programme target group.

3. Entry requirements3. Entry requirements

Several respondents have argued that work experience should be added to the entry requirements. Especially in the EA study programme previous work experience should be an asset.

4. Work experience4. Work experience

All respondents argue that these kinds of programmes need a practical element, i.e. some kind of work experience.

Some respondents suggest to have “mentor companies” for each student to study throughout the programme.

Others recommend a wide range of companies where case studies and study visits could be placed.

5. Educational depth and 5. Educational depth and widthwidth

All respondents were surprised that the programmes were “only” 20 ECTS credits.

A majority argued that the learning outcomes and competences are too detailed. These kinds of programmes should have more of an overview approach.